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The Effect of the Accelerated Reader Program on Reading Comprehension.

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Bibliographic Details
Title: The Effect of the Accelerated Reader Program on Reading Comprehension.
Language: English
Authors: Mathis, David
Peer Reviewed: N
Page Count: 14
Publication Date: 1996
Document Type: Reports - Evaluative
Descriptors: Comparative Analysis, Computer Assisted Instruction, Grade 5, Grade 6, Intermediate Grades, Reading Achievement, Reading Comprehension, Reading Instruction, Reading Programs, Reading Research, Reading Strategies, Scores
Geographic Terms: Illinois
Assessment and Survey Identifiers: Stanford Achievement Tests
Abstract: A study examined the use of the accelerated reader (AR) computer program to increase the reading comprehension scores on the Stanford Achievement Test (SAT) of sixth-grade students compared to the previous year when they did not use the program. The study reviewed results and methods from previous research regarding use of the AR program. Subjects for the study were 30 sixth-grade students from a rural farm community in north central Illinois. Raw scores of reading comprehension from the SAT administered each spring for each of the subjects were recorded from their fourth-, fifth-, and sixth-grade test results. The pretest and posttest group design was used to ascertain if there was a significant net gain in reading comprehension from the fifth-grade test (pretest) to the sixth-grade results (posttest) with the use of the AR program, as opposed to the raw scores of the fourth-grade (pretest) and fifth-grade posttest without the AR program. Results indicated that, after a year of exposure to the AR program, there was no statistically significant increase in reading comprehension scores from the fifth to the sixth grade. (Contains 3 tables of data and 12 references.) (CR)
Entry Date: 1997
Accession Number: ED398555
Database: ERIC
Description
Abstract:A study examined the use of the accelerated reader (AR) computer program to increase the reading comprehension scores on the Stanford Achievement Test (SAT) of sixth-grade students compared to the previous year when they did not use the program. The study reviewed results and methods from previous research regarding use of the AR program. Subjects for the study were 30 sixth-grade students from a rural farm community in north central Illinois. Raw scores of reading comprehension from the SAT administered each spring for each of the subjects were recorded from their fourth-, fifth-, and sixth-grade test results. The pretest and posttest group design was used to ascertain if there was a significant net gain in reading comprehension from the fifth-grade test (pretest) to the sixth-grade results (posttest) with the use of the AR program, as opposed to the raw scores of the fourth-grade (pretest) and fifth-grade posttest without the AR program. Results indicated that, after a year of exposure to the AR program, there was no statistically significant increase in reading comprehension scores from the fifth to the sixth grade. (Contains 3 tables of data and 12 references.) (CR)