A comparison of the effect of basal reading with Accelerated Reader to basal reading without Accelerated Reader on fifth-grade reading comprehension achievement scores.
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TextDescription: 78 pISBN: 0599906405Subject(s): Education, Reading | 0535Dissertation note: Thesis (Ph.D.)--The University of Mississippi, 2000. Summary: This ex post facto research study examined the effect of the Accelerated Reader program added to traditional basal reading instruction compared to basal reading instruction without the Accelerated Reader program on fifth grade reading comprehension Iowa Test of Basic Skills (ITBS) scores. Additionally, the study analyzed test scores by gender, race, and socioeconomic status (SES). The sample included 520 students from two similar schools in the same school district. The experimental group consisted of 294 students in one school that had implemented the Accelerated Reader program for one year. The control group consisted of 226 students enrolled in a comparative school that had not used the Accelerated Reader program. After adjusting for student dropouts during the year, the total number of students in the study was 499. The comparison group was selected to match the AR school based on curriculum content and similarities in demographics.Summary: Data were analyzed by an analysis of covariance (ANCOVA). Findings indicate there was a significant difference in the reading ITBS scores of the students who received the Accelerated Reader program and the students who did not receive the Accelerated Reader program. A significance in difference was found in the scores for the sub-groups of High SES White Females and High SES Black Females who received the Accelerated Reader Program.Summary: Further research is recommended to examine the impact of motivation on the reading scores of male students who received the Accelerated Reader program and those who did not. Further research is recommended to examine the effect of the integrated roles of students, parents, teachers, and administration when using the Accelerated Reader program to enhance reading achievement. It is further recommended that research examine the effect of the Accelerated Reader program on reading comprehension over a period of several years. Further research is recommended to examine the amount of time engaged in silent reading and reading achievement gains. Additional research is recommended to examine control for level of reading difficulty in relation to achievement gains. Finally, since the Accelerated Reader group did show a significant difference in reading scores, it is recommended that the Accelerated Reader program be continued with follow-up of the effect on reading scores for a period of several years.
Source: Dissertation Abstracts International, Volume: 61-08, Section: A, page: 3105.
Director: Jim R. Chambless.
Thesis (Ph.D.)--The University of Mississippi, 2000.
This ex post facto research study examined the effect of the Accelerated Reader program added to traditional basal reading instruction compared to basal reading instruction without the Accelerated Reader program on fifth grade reading comprehension Iowa Test of Basic Skills (ITBS) scores. Additionally, the study analyzed test scores by gender, race, and socioeconomic status (SES). The sample included 520 students from two similar schools in the same school district. The experimental group consisted of 294 students in one school that had implemented the Accelerated Reader program for one year. The control group consisted of 226 students enrolled in a comparative school that had not used the Accelerated Reader program. After adjusting for student dropouts during the year, the total number of students in the study was 499. The comparison group was selected to match the AR school based on curriculum content and similarities in demographics.
Data were analyzed by an analysis of covariance (ANCOVA). Findings indicate there was a significant difference in the reading ITBS scores of the students who received the Accelerated Reader program and the students who did not receive the Accelerated Reader program. A significance in difference was found in the scores for the sub-groups of High SES White Females and High SES Black Females who received the Accelerated Reader Program.
Further research is recommended to examine the impact of motivation on the reading scores of male students who received the Accelerated Reader program and those who did not. Further research is recommended to examine the effect of the integrated roles of students, parents, teachers, and administration when using the Accelerated Reader program to enhance reading achievement. It is further recommended that research examine the effect of the Accelerated Reader program on reading comprehension over a period of several years. Further research is recommended to examine the amount of time engaged in silent reading and reading achievement gains. Additional research is recommended to examine control for level of reading difficulty in relation to achievement gains. Finally, since the Accelerated Reader group did show a significant difference in reading scores, it is recommended that the Accelerated Reader program be continued with follow-up of the effect on reading scores for a period of several years.
School code: 0131.
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