1. Integrating Technology Into Literacy Instruction: The Accelerated Reader Program Kimberly Smith RDG 5350 July 23, 2015

2. Do programs such as Accelerated Reader Meet the Following Goals? Aid Teachers by reducing workload? Identify Student Reading Level? Provide Assessments of Reading Skills? Encourage Reading?

3. What is Accelerated Reader (AR)? Selected books are leveled by Renaissance Learning and the corresponding comprehension tests are created for each book Students take the STAR test (if their school has purchased the program) to determine their reading level Students then read a book from their identified level, a higher level, or a lower level After reading, they take the corresponding computer test to earn points New forms of AR available online and as Applications

4. Pros: Allows students to determine if a book is in their reading range Teachers can keep track of student’s reading Tests basic comprehension Extrinsic Motivator – Point system built into the program is often utilized to give students opportunities to earn rewards from their teacher/school Allows students to determine if a book is in their reading range Teachers can keep track of student’s reading Tests basic comprehension Extrinsic Motivator – Point system built into the program is often utilized to give students opportunities to earn rewards from their teacher/school Cons: Very expensive for the school – must buy books from AR list, corresponding tests, and have computers to run the programs New books take time to receive their level and tests Students may restrict themselves to AR texts only because other books won’t earn “points” Very expensive for the school – must buy books from AR list, corresponding tests, and have computers to run the programs New books take time to receive their level and tests Students may restrict themselves to AR texts only because other books won’t earn “points”

5. How do we determine the success of Accelerated Reader? By Asking Three Questions: 1.What are the effects on reading scores? 2.What are the effects on students’ reading attitude that used Accelerated Reader? 3.How is Accelerated Reader being used in the classroom?

6. Effects on Reading Scores Three Studies Concentrated on Reading Scores: 1.Melton (2004), followed two groups of fifth graders, one that used AR and one that did not – Used a pre-test, post-test format using the Terra Nova standardized reading achievement test Results: – There was no significant increase in scores for those using AR when compared to the other group. – Those who did NOT use AR showed a “significant increase in reading achievement growth when compared to students who had participated in the Accelerated Reader program for a year” (Melton, 2004, p.23).

7. 2. Cuddeback (2002), a study by a Summer school teacher of AR use with her Emergent Readers in her class 12 students that did not pass the reading benchmark for promotion from first grade to second grade Students attended 4 days a week for 4 hours a day Students used AR for 30 to 40 minutes a day except the 4 th day each week, on the 4 th day they wrote about their favorite AR book that week All students received direct instruction and scaffolding First two weeks read at their level only Second two weeks had their choice to read higher leveled books

8. Assessment: Took a survey of attitudes at the end of the 4 weeks Used questions during writing to determine literal comprehension of reading Higher level comprehension came from 2 of the 4 questions regarding story grammar elements Results: 100% put AR as their top 2 choices of Favorite Summer School Activity First two week all but two maintained or improved their reading levels Second two weeks five decreased but still were in an ok range according to their IRIs (Informal Reading Inventories) Overall class mean showed increases

9. 3. McGlinn (2002), This study followed 10 ESL students in fourth and fifth grades in a rural school in Western North Carolina Teacher conferences 3 times a week, first conference teacher’s determined their reading level Read 45-90 minutes a day with self selected books Class chart for rewards Assessments: Monthly tests Anecdotal Records STAR test at the end to determine final reading level Results: 5 out of 10 showed increase in average level, other 5 did not gain any levels or showed a decrease in accuracy with higher levels 4 out of 10 didn’t show progress – researcher reported this was due to learning disabilities, lack of English oral proficiency and attention to guidance Final student wasn’t able to take the test due to a lack of English proficiency

10. AR Effects on Reading Attitude The AR program claims it “Build(s) a lifelong love of reading and learning” (Renaissance Learning, Inc., 2012, p. iv). Three studies followed how students felt about reading after using AR: 1. McGlinn (2002), anecdotal records showed an increase in reading habits and attitudes towards reading

11. 2. Putman (2005, p.24), asked “Did students who accumulated differing amounts of AR points demonstrate different levels of self-efficacy? Did a relationship exist between the number of points accumulated and students’ value of reading?” 38 Fourth grade students from 5 classes Over 14 weeks School utilized an Incentive System based on reading points, all reading related prizes Assessment: Pre-test, Post-test survey Reading Survey part of Motivation to Read Profile (MRP) which determines self-concept concerning reading and the individual’s value of reading Results: No significant changes in value of reading Highest scores had highest self-efficacy Medium group showed a decrease in self-efficacy Lowest scores had a slight decrease in self-efficacy So having the points program may have shown some increase for those that were already highly motivated but had a negative impact on those who did not perform well on the AR tests.

12. 3.Pavonetti (2002), 7 th Graders from 3 districts Given the Title Recognition Test to determine familiarity with books Results: No differences between those who used AR in Elementary School or didn’t Reading levels computed for each district showed no differences between use of AR or not Individual district scores had mixed results:  Exurban no statistical difference but trend was in favor of no AR program usage  District 2 showed significant scores in favor of NO AR usage  District 3 had AR in their Middle Schools and scores favored schools that used it in Elementary School

13. AR in the Classroom So what does AR use look like in the classroom? One pilot study surveyed Teacher usage of the AR program. (Groce, 2005) – 67 Teachers responded from 2 districts – Looking at four areas: 1. Assessment 2. Aesthetics and text interaction 3. Motivation 4. Book selection.

14. Results: 1% used the Comprehension tests always, and half frequently to mostly The tests only test for a lower level of comprehension and leaves out higher order comprehension 70% used project-related activities some of the time or more So the tests were not the only means of showing comprehension that teachers utilized Over half the teachers and schools recognized AR points in some way The use of points as a motivator as shown earlier may work against student motivation 50% encourage reading AR books all of the time This may mean that lots of other books are being ignored just because the school doesn’t have the AR test or it is not on the AR list

15. Possible Flaws in These Studies: Many of these studies were with small groups Many did not have a control group Needed longer periods to follow the groups Group statistics was not sufficient (i.e. did the teachers utilize the AR programs? For Teacher survey – what grades did they teach?) Were AR points part of student grades? Scaffolding from the teachers may have skewed results

16. Conclusion Accelerated Reader is a tool that needs to be taught to be used properly. Performance Points may not aid in student perceptions of reading. (It may actually harm some students.) Utilizing just the program is not sufficient. It is only as good as the teacher.

17. Further Questions AR has been updated and now includes math versions and online applications, how has this affected the effectiveness of the program? Is there a way for teachers to create their own questions for students to answer about each book? How useful are the results of tests for teachers? How do students do in regards to other online tests if they are already familiar with taking AR tests? Do adults that utilized the AR program find themselves reading more than others in their generation?

18. References Cuddeback, M. J., & Ceprano, M. A. (2002). The Use of Accelerated Reader with Emergent Readers. Reading Improvement, 39(2), 89-96. Groce, R. D., & Groce, E. C. (2005). Deconstructing the Accelerated Reader Program. Reading Horizons, 46(1), 17-30. McGlinn, J. M., & Parrish, A. (2002). Accelerating ESL Students' Reading Progress With Accelerated Reader. Reading Horizons, 42(3), 175-89. Melton, C.M. SmothMelton, C. M., Smothers, B. C., Anderson, E., Fulton, R., Replogle, W. H., & Thomas, L. (2004). A Study of the Effects of the Accelerated Reader Program on Fifth Grade Students’ Reading Achievement Growth. Reading Improvement. 41 (1). 18. Pavonetti, L. M., Brimmer, K. M., & Cipielewski, J. F. (2003). Accelerated Reader: What Are the Lasting Effects on the Reading Habits of Middle School Students Exposed to Accelerated Reader in Elementary Grades?. Journal Of Adolescent & Adult Literacy, 46(4), 300-11. Putman, S. M. (2005). Computer-Based Reading Technology in the Classroom: The Affective Influence of Performance Contingent Point Accumulation on 4th Grade Students. Reading Research And Instruction, 45(1), 19-38. Renaissance Learning, Inc. (2012). NGA Center-CCSSO Standards Alignment: 2010 Common Core State Standards, Kindergarten English Language Arts & Literacy in History/Social Studies through Grades 11-12 English Language Arts. Retrieved from http://doc.renlearn.com/KMNet/R00551940193D5E0.pdf http://doc.renlearn.com/KMNet/R00551940193D5E0.pdf