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ERIC Number: EJ965628
Record Type: Journal
Publication Date: 2005
Pages: 21
Abstractor: As Provided
Reference Count: 27
ISSN: ISSN-1523-4320
A Crosscultural Inquiry into the Levels of Implementation of Accelerated Reader and Its Effect on Motivation and Extent of Reading: Perspectives from Scotland and England
Everhart, Nancy
School Library Media Research, v8 2005
In this study of the Accelerated Reader (AR) program, qualitative and quantitative analyses of the relationship between the implementation of AR and student motivation and extent of reading are drawn from data collected in three schools in Scotland and England. These schools represent low (Scotland, n=53), middle (Scotland, n=40), and high (England, n=55) levels of implementation of AR. Observation, structured interviews with students and teachers, videotaped student focus groups, a student survey on self-reported reading, examination of AR artifacts, and administration of the Motivation for Reading Questionnaire are used to gather data. Major findings reveal that: motivational style interacts with gender in relation to the competitive and social aspects of the AR program; the level of program implementation does not correlate with extent of reading; and management aspects of the program are not effectively utilized. Results suggest that school library media specialists can take a leadership role in implementing the program effectively. (Contains 4 tables.)
American Association of School Librarians. Available from: American Library Association. 50 East Huron Street, Chicago, IL 60611. Tel: 800-545-2433; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England); United Kingdom (Scotland)