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ERIC Number: EJ903127
Record Type: Journal
Publication Date: 2010-Nov
Pages: 16
Abstractor: As Provided
ISSN: ISSN-0033-3085
Supplementing Accelerated Reading with Classwide Interdependent Group-Oriented Contingencies
Pappas, Danielle N.; Skinner, Christopher H.; Skinner, Amy L.
Psychology in the Schools, v47 n9 p887-902 Nov 2010
An across-groups (classrooms), multiple-baseline design was used to investigate the effects of an interdependent group-oriented contingency on the Accelerated Reader (AR) performance of fourth-grade students. A total of 32 students in three classes participated. Before the study began, an independent group-oriented reward program was being applied (i.e., a student received access to a tangible reward after passing each AR comprehension test). This program was supplemented with an interdependent group-oriented contingency, and results showed that the number of quizzes passed per week increased immediately after the intervention was applied; however, this increase was not maintained. When students were divided into ability groups based on their average baseline performance, the lowest performing students exhibited a statistically significant increase in quiz performance (i.e., quizzes taken, quizzes passed, and book level), but no significant changes were found in the average and high performing groups. (Contains 4 figures.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A