ERIC Number: ED408567
Record Type: Non-Journal
Publication Date: 1996-Jun
Reference Count: N/A
Experimental Evaluation of Computer Assisted Self-Assessment of Reading Comprehension: Effects on Reading Achievement and Attitude.
Vollands, Stacy R.; And Others
A study evaluated the effect software for self-assessment and management of reading practice had on reading achievement and motivation in two primary schools in Aberdeen, Scotland. The program utilized was The Accelerated Reader (AR) which was designed to enable curriculum based assessment of reading comprehension within the classroom. Students using the program in both schools (Project A and Project B) read real books from a selection of 150 titles on the AR book list. Students then took tests consisting of multiple-choice questions on the computer which analyzed and summarized the results helping the teacher to manage effective reading practice. Quantitative and qualitative results indicated that even when less than fully implemented, the Accelerated Reader program yielded gains in reading achievement greater than regular classroom teaching and an alternative intensive method, even with less time devoted to class silent reading practice than in comparison classes. Results also displayed significant differences in attitudes to reading for boys and girls. (Contains 67 references, and 11 figures and 9 tables of data. Appendixes present survey instruments, titles available for the UK version of the AR program, a sample at-risk report, problem types and possible causes (found on the at-risk reports), the color-coding system for Project A and Project B, student reading logs, the duolog reading process, Accelerated Reader shop prizes, tables of data, and a follow-up study for Project A.) (Author/RS)
Publication Type: Reports - Evaluative; Reports - Research
Education Level: N/A
Sponsor: Nuffield Foundation, London (England).
Authoring Institution: Dundee Univ. (Scotland). Centre for Paired Learning.
Identifiers - Location: United Kingdom (Aberdeen)
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards
WWC Study Page: http://ies.ed.gov/ncee/wwc/study/39257
IES Cited: ED511267