The Influence of Accelerated Reader on the Affective Literacy Orientations of Intermediate Grade Students

Abstract

lthough the highly popular Accelerated Reader (AR) book reading incentive program claims to motivate children of all reading ability levels, very little independent empirical research has examined this assertion. To help fill this void, we used two related three-factor mixed designs with Method (AR vs. Control), Gender; and either Grade Level (fourth vs. fifth) or Reading Ability (high vs. low) to explore AR's influence on the reading attitudes and self-perceptions of children intwo comparable school districts. The analyses indicatethat ARpositively influenced academic reading attitudes, but not recreational ones, and that it negatively influenced two types of self-perceptions in low achieving male readers. These findings and others ofconsequence arediscussed along with implications for future research.

Computer‐based reading technology in the classroom: The affective influence of performance contingent point accumulation on 4thgrade students

“…Other results of analyses include differential effects upon male and female attitudes (Mallette et al, 2004;Vollands et al, 1999) No research specifically investigating the relationship of points on self-efficacy and value of reading was located in the review of literature for this study. This is significant as performance contingent rewards, points in this case, have been shown to negatively impact self-perceptions regarding ability and the value of the activity being completed (Deci, Koestner, & Ryan, 2001).…”

“…Students need direct Computer-based Reading Technology-in the Classroom 33 strategy instruction, feedback, and numerous opportunities to read to make the most academic progress . Further replications of the study conducted by Mallette et al (2004) need to be completed to determine if there are differential effects created based upon whether AR is required or simply available for use.…”

“…With the results indicating differential effects of AR on male and female students (Mallette et al, 2004;Vollands et al, 1999), a comparison of scores was performed in the current study to examine if differences existed between the male and female participants. Females demonstrated higher mean scores in self-efficacy and value of reading at both pre-and post-test and showed smaller overall losses in each category.…”

“…Foremost among the areas of technology to be explored is the use of computer-based reading programs, which are now being seen more often in schools, sometimes as the primary reading curriculum (Mallette, Henk, & Melnick, 2004;Pavonetti, Brimmer, & Cipielewski, 2002). Included in this category is Accelerated Reader (AR), which is arguably the one most commonly found in today's schools.…”

Evaluating the Interventions for Struggling Adolescent Readers

“…Few independent research studies have been conducted on popular commercial reading programs, but the use of such programs in secondary schools is burgeoning, and No Child Left Behind legislation threatens to seep into the upper grades. The merits and pitfalls of particular programs have been debated elsewhere (e.g., Biggers, 2001;Mallette, Henk, & Melnick, 2004;Pavonetti, Brimmer, & Cipielewski, 2002/2003.…”