Accelerated Reader and Its Effect on Fifth-Grade Students' Reading Comprehension

Autor/in	Nichols, Jan Shelton
Titel	Accelerated Reader and Its Effect on Fifth-Grade Students' Reading Comprehension
Quelle	(2013), (116 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Liberty University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3030-2736-9
Schlagwörter	Hochschulschrift; Dissertation; Reading Programs; Reading Instruction; Reading Achievement; Reading Comprehension; Program Effectiveness; Acceleration (Education); Reading Motivation; Reading Research; Student Motivation; Elementary School Students; Control Groups; Experimental Groups; Comparative Analysis; Statistical Significance; Gender Differences + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Leseunterricht; Leseleistung; Leseverstehen; Acceleration; Beschleunigung; Lesemotivation; Leseforschung; Schulische Motivation; Geschlechterkonflikt
Abstract	Schools in the United States have been using the Accelerated Reader (AR) program since the mid-1980s. A search of the literature related to the effectiveness of the AR program revealed that many of the studies were conducted more than a decade ago, and a large number of those studies failed to utilize a control group to provide comparative data. Researchers and educators have examined the use of the AR program, whose parent company is Renaissance Learning, for more than 20 years, yet there is still little definitive data on whether the system positively affects student reading comprehension and motivation to read. This causal-comparative design, in the form of an ex post facto study, examined two groups of fifth-grade students to determine if the addition of AR showed statistically significant effects on their reading comprehension. Data were gathered from both an experimental and a control group; the control group utilized the school system's literacy plan for reading instruction, while the experimental group utilized the literacy plan along with mandatory use of AR. Independent t-tests were used to determine if the treatment (AR) had any effect on reading comprehension by group or by gender. The results from the independent t-tests showed no statistically significant effect for reading method by group and no statistically significant effect for gender by group. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01