Accelerated Reader: Evaluation Report and Executive Summary

Autor/inn/en	Gorard, Stephen; Siddiqui, Nadia; See, Beng Huat
Institution	Education Endowment Foundation (EEF) (United Kingdom); Durham University (United Kingdom)
Titel	Accelerated Reader: Evaluation Report and Executive Summary
Quelle	(2015), (37 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Reading Instruction; Computer Software; Educational Technology; Technology Uses in Education; Foreign Countries; Large Group Instruction; Reading Programs; Independent Reading; Reading Tests; Program Evaluation; Program Effectiveness; Randomized Controlled Trials; Comparative Analysis; Reading Skills; Standardized Tests; Interviews; Secondary Schools; Scores; Intervention; United Kingdom (England) + Suchen Sie Ihr Suchwort? Leseunterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Freies Lesen; Lesetest; Programme evaluation; Programmevaluation; Reading skill; Lesefertigkeit; Standadised tests; Standardisierter Test; Interviewing; Interviewtechnik; Sekundarschule
Abstract	Accelerated Reader (AR) is a whole-group reading management and monitoring program that aims to foster the habit of independent reading among primary and early secondary age pupils. The internet-based software initially screens pupils according to their reading levels, and suggests books that match their reading age and reading interest. Pupils take computerized quizzes on the books they have read and earn AR points related to difficulty. The evaluation of Accelerated Reader involved 349 pupils in Year 7 who had not achieved secure National Curriculum Level 4 in their primary Key Stage 2 (KS2) results for English (across four secondary schools). 166 pupils were randomly allocated to receive the intervention for 22 weeks in phase one during their first year at secondary school, with the other 183 acting as a control and then receiving the intervention in phase two. Key conclusions from the evaluation are: (1) Accelerated Reader appears to be effective for weaker readers as a catch-up intervention at the start of secondary school; (2) A well-stocked library with a wide collection of books banded according to the Accelerated Reader readability formula, and easy access to computers with internet connection, are the main requirements for successful implementation; (3) Pupils at very low levels of reading may not be independent readers and would need initial support from teacher to start reading books; and (4) Schools can lead robust evaluations of their own planned interventions, under favorable circumstances, and with some advice and oversight from expert evaluators. (ERIC).
Anmerkungen	Education Endowment Foundation. 9th Floor Millbank Tower, Millbank, London, SW1P 4QP, UK. Tel: +44-207-802-1676; e-mail: info@eefoundation.org.uk; Web site: https://educationendowmentfoundation.org.uk/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01