Graduate Research Papers
Availability
Open Access Graduate Research Paper
Abstract
Current research on Accelerated Reader seems to indicate that the way AR is implemented strongly impacts the success of the program. This study set out to determine how one component of Accelerated Reader -- certification goals - affected student's reading scores. Accelerated Reader data from 425 elementary students in Independence, Iowa were examined to determine if certification goals impacted the amount of reading students did as well as the difficulty of the text they selected. Approximately half the students had certification goals assigned while the other half did not. The findings for this study were mixed. Of the four grade levels examined, only the data from grade two rejected both null hypotheses at the .05 level of significance. Second graders who had certification goals assigned read books at a significantly higher reading level and read significantly more books than students in the control group. For grades three, four and five, the null hypotheses were accepted at the .05 level of significance. Students who had certification goals assigned did not select books at a higher reading level nor did they read significantly more AR books than students not assigned certification goals.
Year of Submission
2008
Degree Name
Master of Arts
Department
Department of Curriculum and Instruction
Department
Division of School Library Studies
First Advisor
Barbara Safford
Date Original
5-2008
Object Description
1 PDF file (iv, 43 pages)
Copyright
©2008 Randy J. Crawford
Language
en
File Format
application/pdf
Recommended Citation
Crawford, Randy J., "Determining if the use of certification goals in Accelerated Reader impacts student selection of books" (2008). Graduate Research Papers. 1947.
https://scholarworks.uni.edu/grp/1947
Comments
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