Estimating Reading Growth Attributable to Accelerated Reader at One American School in the Caribbean

Foster, David K.; Foster, Dean P.

doi:10.1080/02702711.2013.789764

Cited by 2 publications

(2 citation statements)

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“…Although students' mastery experiences varied, the scores in their STAR Reading reports coincided with their reading selfefficacy. These phenomena and their relationship to previous studies will be explained in Studies of AR's effect on students' reading achievement have produced mixed results (Foster & Foster, 2014;Luck, 2010;Persinger, 2001;Thompson et al, 2008;Thompson, Madhuri, & Taylor, 2008). Therefore, they cannot be relied upon for conclusive evidence that supports AR implementation.…”

Section: Discussionmentioning

confidence: 87%

“…Students are more likely to read a difficult book to completion if they are interested in it, despite the fact that the book may be written at a higher Lexile level than the student has read in the past (Hunt & Wachsmann, 2012). A study of AR that focused on the amount of independent reading needed for a student to increase his or her reading level revealed that students had to read for 830 hours per year to increase their reading levels by one grade (Foster & Foster, 2014). That equates to 16 hours of independent reading per week -a daunting prospect that is likely to sap motivation for struggling or reluctant readers.…”

Section: Accelerated Readermentioning

confidence: 99%

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

Hebert¹

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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.

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Section: Discussionmentioning

confidence: 87%

Section: Accelerated Readermentioning

confidence: 99%

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

Hebert¹

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Literacy Matters

Kennedy¹

2020

International Journal of Curriculum Development and Learning Measurement

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Societal expectations center upon the belief that children in grade four should be competent in terms of literacy skills and having acquired the necessary foundational skills to be successful in grade four. Instructional practices, reading programs, and resources are linked to reading achievement and literacy acquisition of students. In Southwest Georgia, teachers' instructional practices from 12 schools in urban Dougherty County were examined. The researcher examined the instructional practices of fourth grade reading teachers in the Dougherty County School System to determine the perceived impact on reading achievement and literacy acquisition of struggling fourth grade readers.

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Estimating Reading Growth Attributable to Accelerated Reader at One American School in the Caribbean

Cited by 2 publications

References 5 publications

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

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

Literacy Matters

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