Accelerated Reading vs. Traditional

Paper Summary:

The author of this paper states that, over the past few years, there has been a gradual decline in the reading ability of American children. The writer proposes a research project to examine the benefits that may be gained from an accelerated reading program rather than by conventional teaching methods. After examining the existing situation and outlining the parameters of the proposed research, the writer proceeds to review current literature on the subject. Following the literature review, the writer describes in detail the process of the proposed research.

Outline:
Introduction
Review of Literature
Statement of Problem
Setting and Subjects
Methodology
Test Classroom
Traditional Reading Classroom
Comparison
Expected Findings
Limitations
Discussion
Suggestion for Further Research
References

From the Paper:

"Many argue that the venue of fast paced and extrinsic rewards of video learning and technology pass times has created in this generation, and likely the one that will follow it, a different set of expectations for learning. These expectations do not necessarily favor quietly sitting in a room and reading a book, or even quietly sitting in a room full of peers and being read to. Intrinsic desire to read according to some has gone down significantly over the years as kids have become more exceedingly exposed to the modern brand of instant entertainment available in their own living rooms. Educators and enterprising education program suppliers have in turn attempted to add a whole subset of options for the school consumer that reportedly bridge the gap between the modern information society in which we live and the traditional model of learning core skills, such as reading. One of these so called alternative options, is the much touted Accelerated Reader Program, which will be further explained later in this work."

Sample of Sources Used:

• Accelerated Reader: Lasting Effects. (2003). Journal of Adolescent & Adult Literacy, 47(1), 4.
• Baker, L., Scher, D., & Mackler, K. (1997). Home and Family Influences on Motivations for Reading. Educational Psychologist, 32(2), 69-82.
• 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.
• Bovair, S., & Kieras, D. E. (1991). 9 Toward a Model of Acquiring Procedures from Text. In Handbook of Reading Research (Vol. II, pp. 206-226). Mahwah, NJ: Lawrence Erlbaum Associates.
• Cuddeback, M. J., & Ceprano, M. A. (2002). The Use of Accelerated Reader with Emergent Readers. Reading Improvement, 39(2), 89.

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