A Randomized Experimental Evaluation of the Impact of Accelerated Reader/Reading Renaissance Implementation on Reading Achievement in Grades 3 to 6

Autor/inn/en	Nunnery, John A.; Ross, Steven M.; McDonald, Aaron
Titel	A Randomized Experimental Evaluation of the Impact of Accelerated Reader/Reading Renaissance Implementation on Reading Achievement in Grades 3 to 6
Quelle	In: Journal of Education for Students Placed at Risk, 11 (2006) 1, S.1-18 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1207/s15327671espr1101_1
Schlagwörter	Reading Programs; Program Evaluation; Program Effectiveness; Reading Achievement; Grade 3; Grade 4; Grade 5; Grade 6; Reading Tests; Elementary School Students; Urban Schools; Correlation; Program Implementation; Acceleration (Education); United States + Suchen Sie Ihr Suchwort? Programme evaluation; Programmevaluation; Leseleistung; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Lesetest; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Korrelation; Acceleration; Beschleunigung; USA
Abstract	Components of the School Renaissance[R] program, including Accelerated Reader and Reading Renaissance, have been implemented in more than 65,000 schools in the United States. Despite the program's popularity, there have been no published, well-controlled evaluations of its effectiveness. This randomized field experiment was designed to gauge program impacts on the reading achievement of 978 urban students in Grades 3 to 6. Schools and teachers within schools volunteered to participate in the study, with the foreknowledge that teachers would be randomly assigned to either implement School Renaissance or serve as controls. A 3-level hierarchical linear model was used to estimate the impact of the program on student reading growth trajectories on the STAR Reading test. Students in School Renaissance classrooms exhibited significantly higher growth rates than those in control classrooms, with effect size estimates ranging from +0.07 to +0.34 across grades. Quality of program implementation did not predict student achievement growth but was correlated with a reduction in the negative effect of learning disability status. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10