ERIC Number: ED456423
Record Type: Non-Journal
Publication Date: 2000-Nov
Reference Count: N/A
Accelerated Reader[R]: What Are the Lasting Effects on the Reading Habits of Middle School Students Exposed to Accelerated Reader[R] in Elementary Grades?
Pavonetti, Linda M.; Brimmer, Kathryn M.; Cipielewski, James F.
Promoted by effective advertising and disseminated by word of mouth, many schools have adopted Accelerated Reader[R] as a supplementary reading program or as their primary reading program. Accelerated Reader[R]'s philosophy is that by using the system, students are motivated to read more and better books. A study investigated whether seventh grade students who were exposed to Accelerated Reader[R] during elementary school tend to do more reading of books than those without such exposure. Students (n=1,771) were recruited from middle schools in one exurban and two suburban school districts. The final analyses contained 1,536 students. A title recognition test has been shown to measure the same types of reading behaviors as a diary or log. Using such instruments, it is possible to determine whether there are differences in the amount of reading done by middle school students who have been exposed to Accelerated Reader[R] compared to those who have not. The study's results do not support the claim that the students who had used Accelerated Reader[R] read more than other students, with the exception of the suburban school district where Accelerated Reader[R] is being used in middle schools. In fact, in the other suburban school district students not exposed to Accelerated Reader[R] in elementary school were doing statistically significantly more reading than those students who were so exposed. There is much to be studied regarding Accelerated Reader[R]. Much remains to be determined as to the best way to increase motivation to read and to get students into books. (Includes 5 tables. Contains 18 references. Appended are title recognition test items.) (NKA)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A