Accelerated Reader™

Positive impacts of incentive-based reading management programs

Theresa QuiliciMEDT 6461

How AR Works

Students selects AR books based on their reading levels.

Students read books on their own and take computerized quizzes over books’ content.

Quizzes are scored giving student immediate, individualized, and constructive feedback.

Getting Started with AR

When implementing AR, some basic guidelines should be considered…

Allocate enough funds to purchase a wide selection of books and tests.

Keep AR voluntary as it was never meant to be for part of a required grade.

Train teachers properly in the software to use it most effectively.

Using AR As a Tool

Not meant to be a stand-alone reading program but rather a way to gather feedback on students’ progress, a supplement to reading instruction.

Feedback given for each student directs targeted and individualized practice for that student.

Using AR As A Tool

Functions as an alternative to the traditional “class novel” approach. Students are allowed to

choose their own books based on reading ability and interest.

Students read at their own pace.

Frees up time to teach higher-level reading skills rather than taking time to discuss chapters and quizzes.

Using AR As a Tool

Improper use of a reading incentive program would be to use it as part of students’ grade because that works against reading for pleasure.

Key Benefits of Using AR

1. Motivates reluctant readers.

Attainable goals are set.

Students can see visual representations of their improvement.

Success elevates self-esteem.

Key Benefits

2. Improves test scores if used correctly.

Reading practice builds vocabulary and comprehension in all subjects, leading to all around achievement.

Of 12 studies with substantial data, only one failed to find gains in norm-referenced scores.

Students in low socioeconomic settings saw the biggest impact as they stood the most to gain from a tool that motivates reading.

Key Benefits

Key Benefits

3. Increases media center circulation, some schools by 25% to 75%.

4. Gives students independence in book choice and with independent reading time (sustained silent reading).

5. Provides opportunity for collaboration between teacher and teacher-librarian.

Collaboration

A balanced literacy program pairs reading skills instruction in the classroom with AR books found in the media center.

Media specialists can provide teachers with AR books to complement content being taught in any subject area.

Differentiated and Individualized Instruction

Teachers and teacher-librarians work together to help students get to know themselves individually as readers and explore their likes and dislikes.

Instruction is differentiated for each student when supplemental reading is used as enrichment to reinforce reading skills.

Extrinsic vs. Intrinsic Motivation—Hot Debate

Intrinsic and Extrinsic motivators are actually in continuum. Intrinsic motivators come about through

external factors such as social reinforcement.

Extrinsic motivators involve learners’ drives, aspirations, and self-concepts and does not extinguish intrinsic motivation, enhances it.

Extrinsic motivators such as positive praise stimulates intrinsic interest.

Extrinsic vs. Intrinsic

Not all children are intrinsically motivated to learn from the get-go. Some children’s

intrinsic desires to learn grow through self-discovery attained through external feedback.

Extrinsic vs. Intrinsic

Some cultural backgrounds do better when tangible feedback is given to trigger learning motivation.

Tangible rewards can communicate the value a school places on literacy to minority and/or at-risk children while providing immediate reinforcement of success.

Extrinsic vs. Intrinsic

When properly used, rewards motivate students without harmful effects.

(Think for a second about how many of us have frequent flyer points for flying or using our credit cards. Is that harmful? What if there was no way to earn points? How about professional athletes? Would they play without incentive clauses?)

Reasons to encourage rather than downplay

Not all about incentives. Software contains student management and assessment tools teachers can use tailored to individual student’s needs.

When points are not used as “dangling carrots,” rewards may be used only enough to maintain motivation.

Reasons to encourage

In the absence of prizes, the goal of helping students read progressively harder and longer books, fiction or nonfiction, is still achieved.

Reasons to encourage

Feedback from quizzes can raise students’ motivation levels by allowing them to monitor their progress and making changes to improve where necessary. Further, teachers can enhance this through scaffolding, or building upon what a student already knows and taking it one step further.

Reasons to encourage

Schools with AR outperformed schools without it in all subject areas.

Concluding Remarks

The benefits outweigh disadvantages of reading incentive programs.

AR is a tool that helps deliver curriculum effectively with proper training.

Concluding Remarks

Enables appropriate, timely, and consistent feedback for additional practice or early intervention.

Most importantly, it helps motivate students to discover an intrinsic love of learning and reading within themselves.

References

Greer, J. (2003). Point: A Positive Experience with Accelerated Reader. Teacher Librarian, 30(4), 32. Retrieved from Research Library database.

Grenawalt, V. (2004). Going Beyond the Debate: Using Technology and Instruction for a Balanced Reading Program. Teacher Librarian, 32(2), 12-15. Retrieved from Research Library database.

Institute for Academic Excellence, Inc. (1997). Toward a Balanced Approach to Reading Motivation: Resolving the Intrinsic-Extrinsic Rewards Debate. Madison, WI: Author. (ERIC Document Reproduction Service No. ED421687)

References

Paul, T.; VanderZee, D.; Rue, T.; & Swanson, S. (1996). Impact of the Accelerated Reader Technology-Based Literacy Program on Overall Academic Achievement and School Attendance. Madison, WI: Institute for Academic Excellence. (ERIC Document Reproduction Service No. ED421684)

Persinger, J. M. (2001). What Are the Characteristics of a Successful Implementation of Accelerated Reader? Knowledge Quest, 29(5), 30. Retrieved from ProQuestEducation Journals database.

References

Topping, K. (1999, November). Summary and Conclusions. In Formative Assessment of Reading Comprehension by Computer: Advantages and Disadvantages of The Accelerated Reader Software. Retrieved April 22, 2008, from http://www.readingonline.org/critical/topping/rolarR.html

Trelease, J. (2006). SSR—Sustained Silent Reading, Reading Aloud's Silent Partner. In The Read-Aloud Handbook (chap 5). Retrieved April 22, 2008, from http://www.trelease-on-reading.com/rah-ch5-pg3.html

(All images used in this presentation are from Microsoft Office Clipart, 2008)