Download or read book Effects of Accelerated Reading on Intrinsic Reading Motivation of Students written by Sierra Deanna Daugaard and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Renaissance Learning, Inc.'s Accelerated Reader program, commonly referred to as the AR program, has been utilized in schools since the 1980s and is a rather popular program. Accelerated Reader provides comprehension quizzes for students to take on books they have read to earn points. This study aims to determine if Accelerated Reader has an impact on students' intrinsic motivation to read."--From page i.
Download or read book The Effect of Accelerated Reader on Students Reading Motivation written by Rhonda Fisher and published by . This book was released on 2007 with total page 32 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Effects of Accelerated Reader on Reading Motivation and Achievement of Fourth Grade Students written by S. Michael Putman and published by . This book was released on 2004 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effect of the Accelerated Reader Program on the Reading Comprehension and the Reading Motivation of Fourth Grade Students written by Mary Katherine McMillan and published by . This book was released on 1996 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effect of Accelerated Reader on the Reading Performance and Motivation of Fourth grade Students written by Alisha Leday and published by . This book was released on 2013 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book No More Reading for Junk written by Barbara A. Marinak and published by Heinemann Educational Books. This book was released on 2016 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Pizza. Pez dispensers. Nerf balls. When we give students "junk" to reward reading, we are focusing their intention away from the act of reading and from their own independence as readers. Instead, we can create classrooms where reading is seen as its own reward. In this book, esteemed researcher Linda Gambrell provides a research-based context for cultivating children's intrinsic motivation to read and identifies three essential principles, the "ARC" of motivation: access: giving kids a wealth of reading materials and opportunities to discuss texts relevance: offering high interest, moderately challenging and authentic reading experiences choice: allowing students to self-select texts and reading activities What exactly do those principles look like in action? Reading specialist and researcher Barbara Marinak shares the strategies and techniques that make a difference for student readers' motivation, turning disengaged readers into passionate ones. "Pizza and Pez dispensers are short lived," Linda and Barbara write, "but confident and empowered readers are likely to remain motivated for life."
Download or read book Study on the Use of Accelerated Reader During Sustained Silent Reading Sessions on Students Reading Motivation and Acheivement written by Kelly Wince and published by . This book was released on 2006 with total page 41 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of study was to determine the effects of the Accelerated Reader program on the reading motivation and achievement of struggling third graders. The four students in the study met with the researcher for thirty minutes each day of the week. The participants read books from their book boxes which were based on interests and reading levels. The data collected was pre/posttest format using a reading motivation survey and reading achievement test (STAR). Analysis of the data using a one sample one tailed t score post assessment scores showed no statistically significant gain. However, there was evidence of a trend toward gains in both reading motivation and achievement by using AR.
Download or read book The Impact of Accelerated Reader on Student Achievement Reading Comprehension Growth and Motivation to Read written by Angela Dee Spiller and published by . This book was released on 2020 with total page 298 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was developed to determine the interconnectivity between Accelerated Reader and its impact on standardized achievement tests, reading comprehension, motivation to read, and overall reading growth. Historical data from 2017-2018 was taken from fourth-grade students who attended a suburban elementary school in a large public school district. Using a correlational and survey research design, data collected included: end of year Accelerated Reader Student Growth Percentile scores, standardized Reading and Language Arts test scores, growth and performance scores, reading report card grades, and interviews with parents, teachers, and administrators. Limited data revealed that the study was inconclusive. However, the recommendation is that Accelerated Reader should be used as a supplemental source to create student success in reading comprehension and growth.
Download or read book Reading Engagement written by John T. Guthrie and published by . This book was released on 1997 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt: Drawing on the professional literature of many fields, this book provides an interpretation of the available research on motivation and describes instructional approaches in classroom contexts. The book aims to help teacher educators, researchers, and graduate students understand the research literature in motivation and use in their efforts to enhance children's literacy development. After an introduction, "Reading Engagement: A Rationale for Theory and Teaching" (John T. Guthrie and Allan Wigfield), chapters in the book are: (1) "Children's Motivations for Reading and Reading Engagement" (Allan Wigfield); (2) Developing Self-Efficacious Readers and Writers: The Role of Social and Self-Regulatory Processes" (Dale H. Schunk and Barry J. Zimmerman); (3) "Motivation, Volition, and Collaborative Innovation in Classroom Literacy" (Lyn Corno and Judi Randi); (4) "The Pull of the Text and the Process of Involvement in Reading" (Diane Lemonnier Schallert and JoyLynn Hailey Reed); (5) "Teacher Perceptions of Student Motivation and Their Relation to Literacy Learning" (Anne P. Sweet); (6) "The Role of Responsive Teaching in Focusing Reader Intention and Developing Reader Motivation" (Robert B. Ruddell and Norman J. Unrau); (7) "Characteristics of Classrooms That Promote Motivations and Strategies for Learning" (John T. Guthrie and Ann Dacey McCann); (8) "Integrating Science and Literacy Experiences to Motivate Student Learning" (Roger Bruning and Barbara M. Schweiger); (9) "Ownership, Literacy Achievement, and Students of Diverse Cultural Backgrounds" (Kathryn H. Au); (10) "Starting Right: Strategies for Engaging Young Literacy Learners" (Julianne C. Turner); (11) "Incentives and Intrinsic Motivation to Read" (Linda B. Gambrell and Barbara Ann Marinak); and (12) "School Change and Literacy Engagement: Preparing Teaching and Learning Environments" (Carol Minnick Santa). (RS)
Download or read book Effects of the Accelerated Reader Program on Student s Motivation to Read at Williamsville Schools written by Janis Lindsey and published by . This book was released on 2000 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Accelerated Reader and Its Effects on Fifth Grade Students Reading Comprehension written by Jan Nichols and published by . This book was released on 2013 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt: Schools in the United States have been using the Accelerated Reader (AR) program since the mid-1980s. A search of the literature related to the effectiveness of the AR program revealed that many of the studies were conducted more than a decade ago, and a large number of those studies failed to utilize a control group to provide comparative data. Researchers and educators have examined the use of the AR program, whose parent company is Renaissance Learning, for more than 20 years, yet there is still little definitive data on whether the system positively affects student reading comprehension and motivation to read. This causal-comparative design, in the form of an ex post facto study, examined two groups of fifth-grade students to determine if the addition of AR showed statistically significant effects on their reading comprehension. Data were gathered from both an experimental and a control group; the control group utilized the school system's literacy plan for reading instruction, while the experimental group utilized the literacy plan along with mandatory use of AR. Independent t-tests were used to determine if the treatment (AR) had any effect on reading comprehension by group or by gender. The results from the independent t-tests showed no statistically significant effect for reading method by group and no statistically significant effect for gender by group.
Download or read book Teaching Argument Writing Grades 6 12 written by George Hillocks Jr and published by Heinemann Educational Books. This book was released on 2011 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Offers teaching strategies and resources to instruct sixth- through twelfth-graders on how to prepare and write strong arguments and evaluate the arguments of others, providing step-by-step guidance on arguments of fact, judgment, and policy, and including advice to help students understand how judgments get made in the real world, how to develop and support criteria for an argument, and related topics.
Download or read book Accelerated Reader and Its Impact on Student Motivation to Read written by Danielle R. Erickson and published by . This book was released on 2003 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Use of Accelerated Reader Software to Increase Reading Motivation in Students with Disabilities written by Lisa Dinner and published by . This book was released on 2003 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Reader the Text the Poem written by Louise M. Rosenblatt and published by SIU Press. This book was released on 1994-09-21 with total page 231 pages. Available in PDF, EPUB and Kindle. Book excerpt: Starting from the same nonfoundationalist premises, Rosenblatt avoids the extreme relativism of postmodern theories derived mainly from Continental sources. A deep understanding of the pragmatism of Dewey, James, and Peirce and of key issues in the social sciences is the basis for a view of language and the reading process that recognizes the potentialities for alternative interpretations and at the same time provides a rationale for the responsible reading of texts.
Download or read book Increasing Reading Motivation and Achievement in the Intermediate Classroom Through Independent Reading Time Interactive Book Talks and Cooperative Book Activities written by Cinda Heringer Muser and published by . This book was released on 2011 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt: The reading of real books is the ultimate aim of reading instruction and the hinge that opens the door to a lifelong love of reading. However there appears to be little available time for self-selected reading of real books in today's test driven, standard's based curriculum. The time needed to achieve this goal of motivated, independent readers has taken a back seat to reading time filled with instruction on phonics, skills and comprehension strategies. Children have been expected to "read when they finish their work" or "read at home." Educators face a three dimensional dilemma: teaching children how to read, providing time, space, and selection of relevant literature in the classroom, and finally, instilling in children the desire to choose to read such that they become lifelong readers. This study aimed to address the effects of reorganizing the classroom so that children spend more time actually reading than they do learning about reading. The study proposed that teachers can increase student motivation to read by allowing self-selection of appropriately leveled books, providing time within the school day for independent reading, and engaging students in interactive book discussions and book activities with peers. Determining a valid approach to motivating students to do more wide reading may help educators counteract the decline in reading as students enter the intermediate grades and on into adulthood. The teacher researcher established her classroom as the treatment group in order to follow students' reading preferences, volume, interest, and instructional reading level over a 10week period. Students in the fifth grade intervention classroom received 20 minutes of independent reading time, self-selection of reading materials, and an additional time allotment of 10 minutes for literature based social activities and book talks. Data gathered from the intervention classroom included the following: (a) student surveys that addressed preferences, attitudes, and behaviors involving reading; (b) on-going reading logs and Student Record Reports from the Accelerated Reader program that monitored reading volume; (c) Pre and post STAR Reading tests to determine instructional reading level and a reading range ZPD (Zone of Proximal Development); and, (d) researcher observations and notes taken during book talks, as well as book wall contributions made by students in treatment group. Several conclusions were reached at the end of this study. Students in the intervention classroom demonstrated several positive effects of the treatment: 1. Their motivation to read was enhanced through book talks and book wall contributions as meaning and personal connections were made resulting in deeper understanding of the text. 2. Their Instructional Reading Level (IRL) improved as observed in a positive correlation between pre and post scores on the STAR Reading Assessment. 3. Their self efficacy beliefs increased as seen in students choosing books at a higher level, completing more books, and learning to share their personal reflections of the literature. 4. Students demonstrated an increased eagerness to read as a result of experiencing reading as an interactive social activity shared with peers. It can be concluded that a strong relationship exists between providing independent reading time and interactive book activities and the students' desire to read and continue reading.
Download or read book Readicide written by Kelly Gallagher and published by Taylor & Francis. This book was released on 2023-10-10 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: Read-i-cide: The systematic killing of the love of reading, often exacerbated by the inane, mind-numbing practices found in schools. Reading is dying in our schools. Educators are familiar with many of the factors that have contributed to the decline, poverty, second-language issues, and the ever-expanding choices of electronic entertainment. In this provocative book Readicide: How Schools are Killing Reading and What You Can Do About It , author and teacher Kelly Gallagher suggests it is time to recognize a new and significant contributor to the death of reading: our schools. Readicide , Gallagher argues that American schools are actively (though unwittingly) furthering the decline of reading. Specifically, he contends that the standard instructional practices used in most schools are killing reading by:Valuing standardized testing over the development of lifelong readersMandating breadth over depth in instructionRequiring students to read difficult texts without proper instructional support and insisting students focus on academic textsIgnoring the importance of developing recreational readingLosing sight of authentic instruction in the looming shadow of political pressuresReadicide provides teachers, literacy coaches, and administrators with specific steps to reverse the downward spiral in reading-;steps that will help prevent the loss of another generation of readers.
