Graduate Research Papers

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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

Comments

If you are the rightful copyright holder of this graduate research paper and wish to have it removed from the Open Access Collection, please submit an email request to scholarworks@uni.edu. Include your name and clearly identify the thesis by full title and author as shown on the work.

Date Original

5-2008

Object Description

1 PDF file (iv, 43 pages)

Language

EN

File Format

application/pdf

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