Graduate Research Papers

Availablity

Open Access Graduate Research Paper

Keywords

Reading comprehension -- Computer-assisted instruction; Accelerated Reader (Computer file)

Abstract

Computerized reading assessment programs such as Accelerated Reader (AR) are becoming prevalent in reading classrooms. After their reading level is determined, students take quizzes over the books they read. Points are earned by answering quiz questions correctly. A reward is often associated with earning a certain amount of points. The assessment program has many advantages. Students are allowed to choose the books that they read, and the program depends upon students having access to a wide variety of trade books. When used correctly, the program has been shown to increase reading scores and encourages students to read independently (Topping & Paul, 1999). However, using AR in the classroom also has some disadvantages. In many cases, AR is not implemented in an appropriate manner. Students are not always allowed adequate class time for reading. Teachers do not give guidance as to developmentally and subject appropriate reading material. The use of the program as an external motivator is also in question. Not all students respond to external motivators such as rewards, and rewards do not create lifelong readers. Accelerated Reader can be an effective tool in increasing reading comprehension and encouraging life-long reading, but only when used as recommended. Teachers and administrators need to be trained in the program's correct implementation and use in the classroom in order for positive results to be achieved.

Year of Submission

2003

Degree Name

Master of Arts

Department

Department of Curriculum and Instruction

Department

Division of Instructional Technology

First Advisor

Terri McDonald

Second Advisor

Rick Traw

Date Original

2003

Object Description

1 PDF file (27 leaves)

Language

en

File Format

application/pdf

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