Accelerated Reader and high school students' reading self-efficacy : a case study

Abstract

K-12 schools often respond to low state standardized test scores by adjusting curriculum to implement new strategies and technology. Instituting multiple new practices simultaneously increases the difficulty of determining the cause of improved test scores. Examining personal factors like self-efficacy provides a broader understanding of the value of integrating new technology. This intrinsic case study explored the implementation of Accelerated Reader (AR) at one vocational-technical high school in the northeastern United States and the experiences and reading self-efficacy of the students who participated. Reading self-efficacy is a potential antecedent to reading motivation. Students with high reading self-efficacy may read more frequently, improving their reading proficiency over time. The following two research questions guided the study: (1) How do seniors at Washington Vocational Technical High School perceive their experiences and reading self-efficacy after 3 years of participation in the Accelerated Reader program?; (2) How do teachers at Washington Vocational Technical High School perceive the influence of the Accelerated Reader program on students? Eight English teachers and six senior students participated. Major findings included: (a) students viewed reading strictly as a school activity (b) students were intrinsically motivated to read books they enjoyed (c) students lacked positive vicarious reading experiences (d) students' descriptions of their reading self-efficacy corresponded to their reading levels (e) teachers misperceived the influence of AR on students. Recommendations include high fidelity implementation of AR and alternative approaches to creating intrinsically rewarding reading experiences for high school students.