Huang, S. (2012).

A mixed method study of the effectiveness of accelerated

reader program on middle school students reading achievement and motivation.
Reading Horizons, 51(3), 229-246. Retrieved from EBSCO Host database.
(Accession No. 83823338)
This article investigates the effectiveness of the Accelerated Reading (AR) program on
middle school students reading achievement and motivation. The study uses a mixed
method approach to data collection involving one middle school in the southern United
States. Two hundred eleven sixth to eighth grade students participated in the study.
Quantitative data was collected by students completing an AR survey with thirty
participants randomly selected to be interviewed and observed to provide qualitative
records for comparison studies. Data results indicated there was no direct correlation
between the use of AR and student achievement and motivation and most participants
indicated that AR seldom increased their reading level and scores. Qualitative data
analysis revealed that limited book selection hampered interest in reading, time
requirements to complete AR programming decreased students desire to read, and AR
increased competition among peers and decreased positive social interactions. In
addition, the comprehensiveness of the programs initial reading level diagnosis and
quality of the AR scoring system which values the memorization of text to demonstrate
reading comprehension is discussed. The effectiveness of an external reward system
and importance of book selection on student motivation and reading achievement is
explored in the article.
Johnson, R., & Howard, C. (2003). The effects of accelerated reader program on
the reading comprehension of pupils in grades three, four and five. Reading
Matrix: An International Online Journal, 3(3), 87-96. Retrieved from ProQuest
Education Journals database. (Accession No 200609917)
This article explores the effect Accelerated Reader (AR) has on reading achievement
and vocabulary development in intermediate students. Seven hundred fifty-five students
in grades 3-5 from seven inner-city schools in the United States participated. The
majority of students were at risk and 85% were African-American. Data was collected at
the beginning and end of the school year using the Gates-MacGinitie Reading test to
measure reading comprehension and vocabulary. Students were classified into three
AR user groups: low participation (0-20 AR points), average participation (21-74 points);
and high participation (75 points or more), with no control group. Multivariate Analysis of
Variance and Wilks-Lamda test was used to examine data results. The test data
revealed that participants in all three AR groups improved their reading skills and
vocabulary due to increased reading practice. The high participation group achieved the
greatest reading improvement results, gaining 2.24 years on the Gates-MacGinitie
Reading test, while the low participation group achieved minimal growth in reading
improvement with only .73 of a year gained. Poor AR participation rates were reported
with most students reading for significantly less than the programs recommended one
hour per day. The findings indicate the importance of building recreational reading time
into student timetables and suggest that home environments may play a role in reading

development. Self-identification of reading techniques and the use of metacognitive

strategies to enhance reading comprehension are also discussed.
Mallette, M., Henk, W., & Melnick, S. (2004). The influence of accelerated reader on
the affective literacy orientations of intermediate grade students. Journal of
Literacy Research, 36(1), 73-84. doi: 10.1207/s15548430jlr3601_4
This article examines the influence of Accelerated Reader on intermediate students self
perceptions and attitudes towards reading. Three hundred fifty-eight students in grades
4 and 5 from two neighbouring and socioeconomically similar school districts in the
United States participated in the study. At the beginning of the school year, students in
the treatment group began using Accelerated Reader as their main reading instructional
program while students in the control group received little to no exposure to Accelerated
Reader and instead utilized literacy programs based on novel units. Two standardized
affective instruments were used for quantitative data collection: the Elementary Attitude
Survey (ERAS) and the Reader Self-Perception Scale (RSPS). Academic and
recreational reading levels were measured at the end of the school year using the
ERAS while observational comparison, progress, and social feedback scales of the
RSPS were used to measure reading level differences by gender. Findings from the
study indicate that Accelerated Reader influences and motivates students academic
reading only. Recreational reading does not increase with the use of the program and
low-achieving males tend to be the least successful, possibly due to the public and
competitive nature of the program. Implications of the study indicate the need for more
qualitative research to better understand how children experience and utilize
Accelerated Reader.
Melton, C., Smothers, B., Anderson, E., Fulton, R., Replogle, W., & Thomas, L.
(2004). A study of the effects of the accelerated reading program on fifth grade
students reading achievement growth. Reading Improvement, 41(1), 18-23.
Retrieved from EBSCO Host database. (Accession No. 507901707)
This article explores the effectiveness of the Accelerated Reader (AR) programs ability
to increase reading achievement growth in elementary-aged students. Five hundred
ninety-two grade 5 students in demographically and ethnically similar regions of
Mississippi were involved in the study. Students completed pretests and posttests,
measured by the Terra Nova standardized reading achievement test, with and without
AR program involvement. In addition, reading achievement growth in both groups was
cross-referenced with initial reading comprehension abilities. Analysis revealed that
most students participation in the AR program resulted in significantly lower test scores,
with only the low-level readers displaying equal growth. Furthermore, African-Americans
in the AR program scored significantly lower than Caucasians in the same group and
African-Americans not in the AR program. The findings reveal that the addition of an AR
program showed no benefit to increasing reading achievement growth when compared
to students not involved in the AR program. Longitudinal studies and investigation into
of the impact of AR programming on students attitudes towards reading are
recommended.

Nunnery, J., Ross, S., & McDonald, A. (2006). A randomized experimental

evaluation of the impact of accelerated reader/reading renaissance
implementation on reading achievement in grades 3 to 6. Journal of Education for
Students Placed at Risk, 11(1), 1-18. doi: 10.1207/s15327671espr1101_1
This article examines the impact of Accelerated Reader (AR) on student reading
achievement and how quality of program implementation corresponds to student growth
in reading. The effect on growth in reading for students with learning disabilities is also
evaluated based on AR implementations levels. The study included 978 inner-city
school students in the southern United States in grades 3-6. Almost 90% of the
participants were African American, 83% low income, and roughly 3% had a learning
disability. Schools and teachers were randomly assigned to implement AR or to serve
as controls. Standardized Test for the Assessment of Reading (STAR) tests were
administered three times during the school year to provide a longitudinal profile of
reading achievement. Analysis of data was completed using a three-level hierarchical
linear model which examined student reading growth and reading habits. Findings from
the study suggest a strong correlation between AR implementation and student reading
achievement in at-risk grade 3 and 4 students and smaller effects in grade 5 and 6
students. Learning disabled students also showed positive growth in student reading
achievement in high-implementation AR classrooms. Further information on the guided
reading practice called Reading Recovery and its similarities to AR are also discussed
in the article.