A Mixed Method Study of the Effectiveness of the Accelerated Reader Program on Middle School Students' Reading Achievement and Motivation.

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Bibliographic Details
Title:	A Mixed Method Study of the Effectiveness of the Accelerated Reader Program on Middle School Students' Reading Achievement and Motivation.
Authors:	Huang, SuHua¹
Source:	Reading Horizons. Dec2011/Jan2012, Vol. 51 Issue 3, p229-246. 18p.
Subject Terms:	Accelerated Reader Program (Computer software), Middle school students, Reading level of students, Reading motivation, *Observation (Educational method), Comparative method
Abstract:	The mixed-method explanatory research design was employed to investigate the effectiveness of the Accelerated Reader (AR) program on middle school students' reading achievement and motivation. A total of 211 sixth to eighth-grade students provided quantita-tive data by completing an AR Survey. Thirty of the 211 students were randomly selected to participate in semi-structured interviews and classroom observations over the course of a semester and the selected students' AR pretest and posttest scores were collected to provide quantitative data. Constant analyses using the content comparative method led to the identification of important themes related to the review of students using the AR program. The results showed that Accelerated Reader neither improved students' reading scores nor promoted intrinsic reading motivation for middle school students, but did increase the amount of time they read. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	The mixed-method explanatory research design was employed to investigate the effectiveness of the Accelerated Reader (AR) program on middle school students' reading achievement and motivation. A total of 211 sixth to eighth-grade students provided quantita-tive data by completing an AR Survey. Thirty of the 211 students were randomly selected to participate in semi-structured interviews and classroom observations over the course of a semester and the selected students' AR pretest and posttest scores were collected to provide quantitative data. Constant analyses using the content comparative method led to the identification of important themes related to the review of students using the AR program. The results showed that Accelerated Reader neither improved students' reading scores nor promoted intrinsic reading motivation for middle school students, but did increase the amount of time they read. [ABSTRACT FROM AUTHOR]
ISSN:	00340502