1. The Effect of a Teacher’s Active Role in Accelerated Reader with Elementary Students
by Sarah Lenko
Spring 2005

2. Purpose of the Research
examine the way in which a teacher implemented the AR program
study the correlation between that implementation and student success
success determined by the percent of student quizzes passed and the average book level read by the students in the class
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3. Research Questions
This study determined if the degree of student success using the Accelerated Reader Program was related to or determined by three factors:
the kind and/or amount of teacher training in the AR program
the kind and/or amount of motivational techniques teachers used with the AR program
3. the attitude of the teacher toward the AR program
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4. Research Design Survey research – placed in teacher mailboxes
Questionnaire Design
* Yes/No questions and Likert scale
* Check all behaviors that apply
* 4 Open-ended responses
20 teachers surveyed (1st & 2nd grade) 16 responded
Variables: amount and/or kind of:
1. teacher training, 2. motivational programs used, 3. teacher attitudes
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5. Related Research
Topping and Sanders (2000) Teacher Effectiveness and Computer Assessment of Reading – teachers trained by Reading Renaissance were significantly more effective than those who were not; additionally, Model-certified classrooms were more effective than those that were not
Pavonetti, Brimmer, & Cipielewski (2002/2003 ) Accelerated Reader: What are the lasting effects? – many districts, schools, and/or teachers misuse the AR system in regards to reading motivation
Applegate & Applegate (2004) Reading habits and attitudes of pre-service teachers – because teachers play a significant role in motivating children to read, a lukewarm or task-oriented attitude toward reading can be problematic
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6. Findings – Training
only 6 out of 16 teachers (38%) had received training in AR
12 out of 16 teachers (75%) used AR Management
only 2 out of 16 teachers (13%) checked students’ ZPD
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7. Findings – Motivational Techniques
Uses: most teachers used AR as either motivational, supplemental, challenging, or free-choice reading activity; 4 out of 16 used AR for reading grades; 1 out of 16 used AR only during school wide reading programs
Goals: 11 out of 16 (69%) set goals for their students related to AR
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8. Findings – Attitudes 100% said AR was a useful program
100% were confident using AR
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9. Conclusions
No correlations could be made between the variables studied and the degree of student success as recorded in the AR Management program.
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10. Additional Research Results were only valid at Davenport
Larger study conducted throughout the EHT district
Similar studies conducted within other districts
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11. References
Applegate, A. J., & Applegate, M. D. (2004, March). The Peter effect: Reading habits and attitudes of preservice teachers. The Reading Teacher, 57, (6), Retrieved November 3, 2004, from the HW Wilson database.
Pavonetti, L. M., Brimmer, K. M., & Cipielewski, J. F. (2002/2003, December/January). 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), Retrieved October 4, 2004, from the HW Wilson database.
Topping, K. J., & Sanders, W. L. (2000). Teacher effectiveness and computer assessment of reading: Relating value added and learning information system data. School Effectiveness and School Improvement, 11, (3), Retrieved October 4, 2004, from the HW Wilson database.
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12. We’re done!!
Good luck to everyone and thank you to Dr. Shontz for all of your time & patience with us!
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