Open Access Graduate Research Paper
Developing a full implementation program while staying within the guidelines of the Accelerated Reader program was the prime motivation for paper. Preparing our students to actively engage with the texts that they read daily, would provide motivation, and assist our students in their relationship with literature. Full implementation of the program in the classroom provides sixty minutes of accelerated reading time along with mini lessons provided to develop reading strategies, along with peer talks to provide resources and different literature available. Goal setting and individual conferences were also viewed as an essential tool for monitoring the students' progress. Students were encouraged to take these zone books home and continue reading in their free time. The results were measured through the Star Data, Accelerated Reader software, and reading logs which measured progress of the students throughout the year. Student reading attitude surveys were given to the students and parents prior to the process of full implementation, mid year grading period and then at the end of the school year. The Accelerated Reader software will record the number of tests and percents of tests taken. Assumptions were made that while partial implementation develops strong readers, using the processes of full implementation, students will read more books, improve their reading attitudes, and develop a strong knowledge of literature.
Year of Submission
Master of Arts in Education
Department of Curriculum and Instruction
Division of the Reading Department
1 PDF file (24 leaves)
©2001 Tamara Wilson-Saisa
Wilson-Saisa, Tamara, "The effects of full implementation vs partial implementation utilizing the accelerated reading program in the reading classroom" (2001). Graduate Research Papers. 1763.