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ERIC Number: ED468244
Record Type: Non-Journal
Publication Date: 2001-Feb-1
Pages: 31
Abstractor: N/A
Reference Count: N/A
Accelerated Reader: U.K. Pilot, 1999-2000. Summary Report.
Topping, K. J.; Fisher, A. M.
The Accelerated Reader (AR) program enables free-standing computer-assisted assessment of comprehension of "real books." It is a curriculum-based assessment that summarizes and analyzes results to enable teachers to monitor both the quantity and quality of reading practice engaged in by the student. It is voluntarily self administered by students and specifically intended to have strong formative effects on subsequent learning. A study aimed to explore the impact of AR on achievement in reading in a large number of schools in the United Kingdom. Schools were selected to give some geographical spread. Thirteen schools at all levels willing to take part in the pilot were identified. Participant schools were provided with software free of charge in exchange for agreement to provide data for the evaluation. In the 9 schools out of 13 which implemented AR at all adequately, gain on all norm-referenced outcome measures was large and statistically significant at well beyond the p=0.001 level. Given that the outcome measures were norm-referenced tests deployed in parallel or multiple forms, which in general indicated growth at considerably greater than normal rates of gain, this suggests that the intervention Accelerated Reader had a significant impact overall. However, even within these schools, implementation integrity varied a great deal, and positive direct observations from visiting researchers in a number of cases were contradicted by disquieting implementation data gathered by the AR program itself. Only three schools came near to implementing the program in the recommended way as indicated by direct observation and AR data, and all three schools showed excellent gains on tests of reading achievement. (NKA)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom