An evaluation of the Accelerated Reader program in grades 3–5 on reading vocabulary, comprehension, and attitude in an urban southeastern school district in Virginia

Abstract

The purpose of this study was to study recreational reading in third, fourth, and fifth grade urban students in a school district in Southeastern Virginia. The widely-used Accelerated Reader (AR) was the tool examined in the promotion of recreational reading. The major research questions determined if recreational reading, using Accelerated Reader, influenced reading vocabulary, comprehension, and attitude when socioeconomic status was low. Using the pre experimental design, seven Title I schools in urban Southeastern Virginia participated in pre-testing in September/October 1998 and post-testing in May/June 1999. Two independent variables, each with three levels, were manipulated: Type of AR Usage i.e. low (0-20 points), average (21-74 points), high (75 and above points) and Grade Level i.e. three, four, and five. Dependent variables reading vocabulary and comprehension were measured using the Gates-MacGinitie Tests of Reading, Form L on 755 students. The dependent variable attitude was measured on 515 students who completed The Elementary Reading Attitude Scale (ERAS). Results indicated: (1) the percentage of students testing below grade level for reading vocabulary and comprehension significantly decreased; (2) significant differences existed for of AR and grade level effect; (3) as participation in the AR program increased, the mean score differences also increased; (4) attitude data revealed that only type of AR usage was significant; and (5) 51.8% of the sample earned low AR status, and below-grade-level readers comprised 33% of this group. Findings suggest that recreational reading, using AR, increases reading vocabulary, comprehension, and attitude, providing it is utilized as intended. (Contains 94 references and 8 tables of data. Appendixes contain data, a list of SAS commands, and general linear models procedures.) (RS) Reproductions supplied by EDRS are the best that can be made from the original document. AN EVALUATION OF THE ACCELERATED READER PROGRAM IN GRADES 3 5 ON READING VOCABULARY, COMPREHENSION, AND ATTITUDE IN AN URBAN SOUTHEASTERN SCHOOL DISTRICT IN VIRGINIA