Effectiveness of Accelerated Reader

Paper Summary:

This paper discusses the effectiveness of the Accelerated Reader, a computerized, interactive reading practice and assessment computer program in increasing reading scores, especially among high risk students. The paper reviews the Accelerated Reader program and discusses the value of the Accelerated Reader program as well as its limitations. The paper also and includes numerous literature reviews on the Accelerated Reader program.

From the Paper:

"One of the claims of the AR creators and marketers is that AR creates long term readers, who are engaged in and excited about learning. The studies I have read, do not suggest or substantiate these claims, in a scientific way. The research in fact gives a good indication that AR is a good supplemental program, but that the extrinsic reward, system in conjunction with non-phonemic instruction and low-level comprehension support make AR an expensive tool with only moderate demonstrative "scientific" success. This is contrary to the preconceived notions about the success of the program, which may have been skewed by the fact that those who make the considerable investment that is required for AR tend to extol its success with students and it has been marketed very heavily in the education system as a cure all for the ills of below grade level readers."

Sample of Sources Used:

• Accelerated Reader: Lasting Effects. (2003). Journal of Adolescent & Adult Literacy, 47(1), 4.
• Barton-Arwood, S. M., Wehby, J. H., & Falk, K. B. (2005). Reading Instruction for Elementary-Age Students with Emotional and Behavioral Disorders: Academic and Behavioral Outcomes. Exceptional Children, 72(1), 7.
• Cuddeback, M. J., & Ceprano, M. A. (2002). The Use of Accelerated Reader with Emergent Readers. Reading Improvement, 39(2), 89.
• Greenlee, B. J., & Bruner, D. Y. (2001). Effects of Success for All Reading Programs on Reading Achievement in Title I Schools. Education, 122(1), 177.
• Helping All Students Succeed. (2001, October/November). Reading Today, 19, 14.

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