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ERIC Number: EJ1066607
Record Type: Journal
Publication Date: 2007-Dec
Pages: 15
Abstractor: As Provided
ISSN: EISSN-1533-242X
The Accelerated Reader Program's Relationship to Student Achievement on the English-Language Arts California Standards Test
Rodriguez, Steve
Reading Matrix: An International Online Journal, v7 n3 p191-205 Dec 2007
This study aimed to investigate the potential of the Accelerated Reader (AR) program to positively impact student scores on the English-Language Arts California Standards Test (CST). The degree of attention placed on student reading achievement and improvement in high-stakes student standardized test scores in the state of California, as well as the rest of the country, requires an examination of this potential relationship. The results of such an examination can help teachers determine how to best use their resources. Previously published studies have attempted to determine the relationship between the AR program and student achievement. The results have been mixed. This study used eighth grade student data collected from the AR program over one school year, and compared the data to the same students' "Reading Comprehension" and "Literary Analysis" reporting clusters on the English-Language Arts CST scores.
Reading Matrix, Inc. University of South Florida Polytechnic, College of Human and Social Sciences, Division of Education, 3433 Winter Lake Road LMD 8038, Lakeland, FL 33805. Tel: 863-667-7712; Fax: 863-667-7098; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 8; Junior High Schools; Middle Schools; Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Grant or Contract Numbers: N/A