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Accelerated Reader/Reading Renaissance. What Works Clearinghouse Intervention Report

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Title: Accelerated Reader/Reading Renaissance. What Works Clearinghouse Intervention Report
Language: English
Source: What Works Clearinghouse. 2007.
Availability: What Works Clearinghouse. 550 12th Street SW, Washington, DC 20024; e-mail: contact.WWC@ed.gov; Web site: https://whatworks.ed.gov/
Peer Reviewed: Y
Page Count: 14
Publication Date: 2007
Sponsoring Agency: Institute of Education Sciences (ED), Washington, DC.
Document Type: Reports - Evaluative
Education Level: Elementary Education
Grade 1
Grade 2
Grade 3
Kindergarten
Descriptors: Reading Tests, Program Effectiveness, Intervention, Computer Software, School Districts, Reading Achievement, Feedback, Computer Assisted Instruction, Reading Programs, Elementary School Students, Reading Improvement, Reading Comprehension, Directed Reading Activity
Abstract: The Accelerated Reader/Reading Renaissance program (now called Accelerated Reader Best Classroom Practices) is a guided reading intervention in which teachers direct student reading of text. It involves two components. Reading Renaissance, the first component, is a set of recommended principles on guided reading (or teachers' direction of students' interactions with text). Accelerated Reader (AR), the second component, is a computer program that facilitates reading practice by providing students and teachers feedback from quizzes based on the books the students read. The program gives students opportunity to practice reading books at their level, provides feedback on student comprehension of books, and helps students establish goals for their reading. One study of Accelerated Reader/Reading Renaissance met the What Works Clearinghouse (WWC) evidence standards. The study included 910 students from grades K to 3 attending 11 schools in a southern school district in the United States. The WWC considers the extent of evidence for Accelerated Reader/Reading Renaissance to be small for comprehension and for general reading achievement. No studies that met WWC standards with or without reservations addressed alphabetics or fluency. Accelerated Reader/Reading Renaissance was found to have potentially positive effects on comprehension and general reading achievement. [This publication was produced by the What Works Clearinghouse. The following study is reviewed in this intervention report: Ross, S.M., Nunnery, J., & Goldfeder, E. (2004). "A randomized experiment on the effects of Accelerated Reader/Reading Renaissance in an urban school district: Preliminary evaluation report." Memphis, TN: The University of Memphis, Center for Research in Educational Policy.]
Abstractor: ERIC
Entry Date: 2007
Accession Number: ED496196
Database: ERIC
FullText Text:
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  Data: Accelerated Reader/Reading Renaissance. What Works Clearinghouse Intervention Report
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  Data: English
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  Data: <searchLink fieldCode="SO" term="%22What+Works+Clearinghouse%22"><i>What Works Clearinghouse</i></searchLink>. 2007.
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  Data: What Works Clearinghouse. 550 12th Street SW, Washington, DC 20024; e-mail: contact.WWC@ed.gov; Web site: https://whatworks.ed.gov/
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  Data: Y
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  Label: Page Count
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  Data: 14
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  Label: Publication Date
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  Data: 2007
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  Data: Institute of Education Sciences (ED), Washington, DC.
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  Data: Reports - Evaluative
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Reading+Tests%22">Reading Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Software%22">Computer Software</searchLink><br /><searchLink fieldCode="DE" term="%22School+Districts%22">School Districts</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Achievement%22">Reading Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback%22">Feedback</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Instruction%22">Computer Assisted Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Programs%22">Reading Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Improvement%22">Reading Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Directed+Reading+Activity%22">Directed Reading Activity</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: The Accelerated Reader/Reading Renaissance program (now called Accelerated Reader Best Classroom Practices) is a guided reading intervention in which teachers direct student reading of text. It involves two components. Reading Renaissance, the first component, is a set of recommended principles on guided reading (or teachers' direction of students' interactions with text). Accelerated Reader (AR), the second component, is a computer program that facilitates reading practice by providing students and teachers feedback from quizzes based on the books the students read. The program gives students opportunity to practice reading books at their level, provides feedback on student comprehension of books, and helps students establish goals for their reading. One study of Accelerated Reader/Reading Renaissance met the What Works Clearinghouse (WWC) evidence standards. The study included 910 students from grades K to 3 attending 11 schools in a southern school district in the United States. The WWC considers the extent of evidence for Accelerated Reader/Reading Renaissance to be small for comprehension and for general reading achievement. No studies that met WWC standards with or without reservations addressed alphabetics or fluency. Accelerated Reader/Reading Renaissance was found to have potentially positive effects on comprehension and general reading achievement. [This publication was produced by the What Works Clearinghouse. The following study is reviewed in this intervention report: Ross, S.M., Nunnery, J., & Goldfeder, E. (2004). "A randomized experiment on the effects of Accelerated Reader/Reading Renaissance in an urban school district: Preliminary evaluation report." Memphis, TN: The University of Memphis, Center for Research in Educational Policy.]
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  Data: 2007
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  Data: ED496196
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED496196
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    Languages:
      – Text: English
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      Pagination:
        PageCount: 14
    Subjects:
      – SubjectFull: Reading Tests
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Computer Software
        Type: general
      – SubjectFull: School Districts
        Type: general
      – SubjectFull: Reading Achievement
        Type: general
      – SubjectFull: Feedback
        Type: general
      – SubjectFull: Computer Assisted Instruction
        Type: general
      – SubjectFull: Reading Programs
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Reading Improvement
        Type: general
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Directed Reading Activity
        Type: general
    Titles:
      – TitleFull: Accelerated Reader/Reading Renaissance. What Works Clearinghouse Intervention Report
        Type: main
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              Y: 2007
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