NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1098277
Record Type: Journal
Publication Date: 2012
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0034-0502
A Mixed Method Study of the Effectiveness of the Accelerated Reader Program on Middle School Students' Reading Achievement and Motivation
Huang, SuHua
Reading Horizons, v51 n3 Article 5 p229-246 Dec 2011-Jan 2012
The mixed-method explanatory research design was employed to investigate the effectiveness of the Accelerated Reader (AR) program on middle school students' reading achievement and motivation. A total of 211 sixth to eighth-grade students provided quantitative data by completing an AR Survey. Thirty of the 211 students were randomly selected to participate in semi-structured interviews and classroom observations over the course of a semester and the selected students' AR pretest and posttest scores were collected to provide quantitative data. Constant analyses using the content comparative method led to the identification of important themes related to the review of students using the AR program. The results showed that Accelerated Reader neither improved students' reading scores nor promoted intrinsic reading motivation for middle school students, but did increase the amount of time they read.
Western Michigan University, College of Education. 1903 West Michigan Avenue, Kalamazoo, MI 49008. Tel: 269-387-3498; Fax: 269-387-6272; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A