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Effectiveness of accelerated reader on children's reading outcomes: A meta‐analytic review.

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Title: Effectiveness of accelerated reader on children's reading outcomes: A meta‐analytic review.
Authors: Tischner, Clair M., Ebner, Sara E., Aspiranti, Kathleen B., Klingbeil, David A., Fedewa, Alicia L.
Source: Dyslexia (10769242). Feb2023, Vol. 29 Issue 1, p22-39. 18p.
Subjects: Accelerated Reader Program (Computer software), Reading comprehension, Reading speed, Guided reading, Academic achievement, School children, Teenagers
Abstract: Accelerated reader (AR) is a computerized reading program commonly used in schools. The program aims to enhance students' reading achievement and encourage students to read more through goal setting and frequent reading practice. A meta‐analytic review of the AR was conducted to analyse its effectiveness as an evidence‐based intervention for improving student reading achievement, attitude, and motivation. This study investigated potential moderating variables, including publication type, participant, and study characteristics that impact student reading outcomes. A total of 44 studies from peer‐reviewed journal articles and dissertations met the inclusion criteria. Participants included 16,653 students enrolled in elementary, middle, and high school. Hedges' g effect sizes measures suggest pretest–posttest one‐group AR studies have moderate effects (g = 0.541) while comparison group AR studies have marginal effects (g = 0.278). A meta‐regression model of six potential categorical moderators of comparison group studies indicted no significant moderators. Implications and the need for further research regarding evidence‐based and culturally appropriate reading interventions are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Dyslexia (10769242) is the property of Wiley-Blackwell 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: Effectiveness of accelerated reader on children's reading outcomes: A meta‐analytic review.
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  Data: <searchLink fieldCode="JN" term="%22Dyslexia+%2810769242%29%22">Dyslexia (10769242)</searchLink>. Feb2023, Vol. 29 Issue 1, p22-39. 18p.
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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="%22Reading+comprehension%22">Reading comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+speed%22">Reading speed</searchLink><br /><searchLink fieldCode="DE" term="%22Guided+reading%22">Guided reading</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br /><searchLink fieldCode="DE" term="%22Teenagers%22">Teenagers</searchLink>
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  Data: Accelerated reader (AR) is a computerized reading program commonly used in schools. The program aims to enhance students' reading achievement and encourage students to read more through goal setting and frequent reading practice. A meta‐analytic review of the AR was conducted to analyse its effectiveness as an evidence‐based intervention for improving student reading achievement, attitude, and motivation. This study investigated potential moderating variables, including publication type, participant, and study characteristics that impact student reading outcomes. A total of 44 studies from peer‐reviewed journal articles and dissertations met the inclusion criteria. Participants included 16,653 students enrolled in elementary, middle, and high school. Hedges' g effect sizes measures suggest pretest–posttest one‐group AR studies have moderate effects (g = 0.541) while comparison group AR studies have marginal effects (g = 0.278). A meta‐regression model of six potential categorical moderators of comparison group studies indicted no significant moderators. Implications and the need for further research regarding evidence‐based and culturally appropriate reading interventions are discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Dyslexia (10769242) is the property of Wiley-Blackwell 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.)
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        Value: 10.1002/dys.1730
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      – Code: eng
        Text: English
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        PageCount: 18
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      – SubjectFull: Accelerated Reader Program (Computer software)
        Type: general
      – SubjectFull: Reading comprehension
        Type: general
      – SubjectFull: Reading speed
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      – SubjectFull: Guided reading
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      – SubjectFull: Academic achievement
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      – SubjectFull: School children
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      – SubjectFull: Teenagers
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      – TitleFull: Effectiveness of accelerated reader on children's reading outcomes: A meta‐analytic review.
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              Text: Feb2023
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              Y: 2023
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