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Accelerated Reader as a literacy catch-up intervention during primary to secondary school transition phase.

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Title: Accelerated Reader as a literacy catch-up intervention during primary to secondary school transition phase.
Authors: Siddiqui, Nadia (AUTHOR), Gorard, Stephen (AUTHOR), See, Beng Huat (AUTHOR)
Source: Educational Review. May2016, Vol. 68 Issue 2, p139-154. 16p. 4 Charts.
Subjects: Accelerated Reader Program (Computer software), Schools, Secondary schools, National Curriculum (Great Britain), Primary education, Secondary education
Geographic Terms: United Kingdom
Abstract: This paper describes an evaluation of an internet-based reading programme called Accelerated Reader (AR), which is widely used in UK schools and worldwide. AR is a whole-group reading management and monitoring programme that aims to stimulate the habit of independent reading among primary and secondary age pupils. The evaluation involved 349 pupils in Year 7 who had not achieved secure National Curriculum Level 4 in their Key Stage 2 results for English, randomised to two groups. The intervention group of 166 pupils was exposed to AR for 20 weeks, after which they recorded higher literacy scores in the New Group Reading Test (NGRT) post-test than the control group of 183 pupils (“effect” size of +0.24). The schools led the organisation and implementation of the intervention, and also conducted most elements of the evaluation, with advice from an expert external evaluation team. The process evaluation suggests that these schools were very capable of conducting evaluations of their own practice, given appropriate guidance. [ABSTRACT FROM PUBLISHER]
Copyright of Educational Review is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Accelerated Reader as a literacy catch-up intervention during primary to secondary school transition phase.
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  Data: <searchLink fieldCode="AR" term="%22Siddiqui%2C+Nadia%22">Siddiqui, Nadia</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Gorard%2C+Stephen%22">Gorard, Stephen</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22See%2C+Beng+Huat%22">See, Beng Huat</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Educational+Review%22">Educational Review</searchLink>. May2016, Vol. 68 Issue 2, p139-154. 16p. 4 Charts.
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  Data: <searchLink fieldCode="DE" term="%22Accelerated+Reader+Program+%28Computer+software%29%22">Accelerated Reader Program (Computer software)</searchLink><br /><searchLink fieldCode="DE" term="%22Schools%22">Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+schools%22">Secondary schools</searchLink><br /><searchLink fieldCode="DE" term="%22National+Curriculum+%28Great+Britain%29%22">National Curriculum (Great Britain)</searchLink><br /><searchLink fieldCode="DE" term="%22Primary+education%22">Primary education</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+education%22">Secondary education</searchLink>
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  Data: This paper describes an evaluation of an internet-based reading programme called Accelerated Reader (AR), which is widely used in UK schools and worldwide. AR is a whole-group reading management and monitoring programme that aims to stimulate the habit of independent reading among primary and secondary age pupils. The evaluation involved 349 pupils in Year 7 who had not achieved secure National Curriculum Level 4 in their Key Stage 2 results for English, randomised to two groups. The intervention group of 166 pupils was exposed to AR for 20 weeks, after which they recorded higher literacy scores in the New Group Reading Test (NGRT) post-test than the control group of 183 pupils (“effect” size of +0.24). The schools led the organisation and implementation of the intervention, and also conducted most elements of the evaluation, with advice from an expert external evaluation team. The process evaluation suggests that these schools were very capable of conducting evaluations of their own practice, given appropriate guidance. [ABSTRACT FROM PUBLISHER]
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  Data: <i>Copyright of Educational Review is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=113220536
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        Value: 10.1080/00131911.2015.1067883
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        Text: English
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              Text: May2016
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