Download or read book The Effects of the Accelerated Reader Program on the Reading Comprehension Levels of At risk Students in an Alternative Education Setting written by Robert Allen Simonson and published by . This book was released on 2001 with total page 40 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Accelerated Reader Program on Sixth Grade Reading Comprehension Levels written by Ken Schroeder and published by . This book was released on 2003 with total page 58 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 An Experimental Study of the Effects of The Accelerated Reader Program and a Teacher Directed Program on Reading Comprehension and Vocabulary of Fourth and Fifth Grade Students written by Mary Laird Knox and published by . This book was released on 1996 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 356 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 the Accelerated Reader Program on Reading Comprehension written by Barbara L. Degnan and published by . This book was released on 2002 with total page 41 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of the Accelerated Reader Program in Elementary and Middle Schools on Student Performance in High School as Measured by ACT Scores written by Hunter A. Bradley and published by . This book was released on 2005 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Accelerated Reader Program Effects on the Eighth Grade Standards of Learning Reading Comprehension Scores written by Karen L. Ridder and published by . This book was released on 2000 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: Examines the Accelerated reader program and its effect on the Standards of Learning Reading/Literature and Research Test taken by eighth grade students.
Download or read book The Effects of Accelerated Reader in the Remediation of Reading Comprehension for Secondary Students with Mild Or Moderate Learning Disabilities written by Kimberly R. Rowell and published by . This book was released on 2008 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Investigation of the Impact of the Accelerated Reader Program on Standardized Test Scores written by Nancy Ross Halnan and published by . This book was released on 2000 with total page 42 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate the extent to which reading comprehension test scores change after the implementation of the Accelerated Reader program for fourth, fifth and sixth grade students.
Download or read book The Effect of Accelerated Reader on Reading Comprehension of Disabled Students written by Felicia R. Macklin and published by . This book was released on 2008 with total page 70 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effect of Accelerated Reader on Reading Scores in a Rural School District written by Teresa A. Hunter and published by . This book was released on 2013 with total page 157 pages. Available in PDF, EPUB and Kindle. Book excerpt: "In this study, the implementation of Accelerated Reader (AR), a computer-assisted supplemental reading program, was investigated as a research-based instructional strategy to assess whether it aided a high-performing, rural school district in meeting adequate yearly progress goals. The theoretical framework was based on Vygotsky's zone of proximal development. The overall research question for this quasi-experimental, longitudinal study was whether AR impacted students' reading change scores on a standardized test over a 2-year period. Reading achievement data of students in 4 elementary schools were gathered for 2 years. Data consisted of scores from the reading portion of the Measures of Academic Progress achievement test. Seventy-four students from 2 schools participated in AR for 2 years, while the control group -- 72 students from 2 other schools -- did not participate in AR. Data were analyzed using multiple regression, controlling for the effects of gender, special education status, gifted and talented education participation, Title I participation, and English language learner status. Findings showed the AR program had a significant direct impact on vocabulary score changes from 2009 to 2010 but a significant inverse impact on overall reading and vocabulary score changes from 2010 to 2011. Because the district under study is relying on AR to improve student outcomes, the project for this study was an evaluation report including an evaluation of the effectiveness of AR. An action plan was also provided to investigate the level of AR program fidelity to identify possible reasons for this study's unexpected results. Positive social change implications include providing research-based data to school administration to inform curriculum and professional development and improve student outcomes and school performance targets."--Preliminary page.
Download or read book READ 180 written by Griselda Lozano and published by . This book was released on 2010 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: The present study examines the effects that the READ 180 intervention program had on at-risk high school students. For the purpose of this study students identified as at risk were subjected to criteria set by the district, and included English Language Learners, Special Education Students and students who were economically disadvantaged. Other students who met the set criteria included students who failed to pass their third administration of TAKS or TAKS in the 8th grade, 9th graders who received 2100 or less, and second year 9th grade students who failed TAKS or TAKS A as 9th graders. The intervention focused on improving students' reading proficiency levels by observing the effects the program had on students' reading Lexile Levels and TAKS scores upon completing the READ 180 program. The data collected was preexisting data of 62 students who received the intervention for a period of one school semester. The participants spent a total of 90-minutes a day receiving reading intervention that focused on the application of mixed method instruction including: teacher-led whole-group instruction, small group instruction, modeled and independent reading, and interaction with instructional software. The sample use din the study involved five READ 180 classes from two different campuses within a school district in South Texas. The data were gathered and observed to examine the degree of improvement students experiences in reading comprehension during the course of the six months. The result of the study indicated that READ 180 did have and effect on student reading proficiency based on the student's pretest and posttest reading Lexile Levels and TAKS scores. The data show that, based on the reading Lexile pretest scores administered in January 2010 and posttest administered in April 2010, students averaged a gain of 50.9L. Participants also showed and increase in TAKS scores. Pretests of TAKS exams administered in Spring of 2009 showed that 6.5% of students passed TAKS. The examination of posttest exams administered in Spring of 2010 indicated that 37.1% of students passed their TAKS exams. On average 80.6% of the sample reported gains. Based on the results presented by the pre-and posttest data the research concluded that the interventions presented b the READ 180 program had a positive effect on reading levels of the sample population. The researcher further concluded that the READ 180 intervention program has the potential to provide the school district with researched-based instructional techniques needed to improve the reading proficiency levels of at-risk high school students. As a result of the study, the researcher recommended that the school district consider moving forward with the use of the READ 180 program.
Download or read book A Correlational Study to Determine the Effects of the Accelerated Reader Program on the Reading Comprehension of Fourth and Fifth Grade Students in Early County Georgia written by Gina Gurley Holman and published by . This book was released on 1998 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Accelerated Reader written by and published by . This book was released on 2007 with total page 14 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.].
Download or read book The Perceived Impact of the Accelerated Reader Program in an Elementary School written by Linda S. Rogers and published by . This book was released on 2000 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt:
