The Effect of a Teacher’s Active Role in Accelerated Reader with Elementary Students

1. The Effect of a Teacher’s Active Role in Accelerated Reader with Elementary Students by Sarah Lenko Spring 2005

2. Purpose of the Research • examine the way in which a teacher implemented the AR program • study the correlation between that implementation and student success • success determined by the percent of student quizzes passed and the average book level read by the students in the class

3. This study determined if the degree of student success using the Accelerated Reader Program was related to or determined by three factors: the kind and/or amount of teacher training in the AR program the kind and/or amount of motivational techniques teachers used with the AR program 3. the attitude of the teacher toward the AR program Research Questions

4. Research Design • Survey research – placed in teacher mailboxes • Questionnaire Design * Yes/No questions and Likert scale * Check all behaviors that apply * 4 Open-ended responses • 20 teachers surveyed (1st & 2nd grade) 16 responded • Variables: amount and/or kind of: 1. teacher training, 2. motivational programs used, 3. teacher attitudes

5. Related Research • Topping and Sanders (2000) Teacher Effectiveness and Computer Assessment of Reading – teachers trained by Reading Renaissance were significantly more effective than those who were not; additionally, Model-certified classrooms were more effective than those that were not • Pavonetti, Brimmer, & Cipielewski(2002/2003 ) Accelerated Reader: What are the lasting effects? – many districts, schools, and/or teachers misuse the AR system in regards to reading motivation • Applegate & Applegate (2004) Reading habits and attitudes of pre-service teachers –because teachers play a significant role in motivating children to read, a lukewarm or task-oriented attitude toward reading can be problematic

6. Findings – Training • only 6 out of 16 teachers (38%) had received training in AR • 12 out of 16 teachers (75%) used AR Management • only 2 out of 16 teachers (13%) checked students’ ZPD

7. Findings – Motivational Techniques • Uses: most teachers used AR as either motivational, supplemental, challenging, or free-choice reading activity; 4 out of 16 used AR for reading grades; 1 out of 16 used AR only during school wide reading programs • Goals: 11 out of 16 (69%) set goals for their students related to AR

8. Findings – Attitudes • 100% said AR was a useful program • 100% were confident using AR

9. Conclusions • No correlations could be made between the variables studied and the degree of student success as recorded in the AR Management program.

10. Additional Research • Results were only valid at Davenport • Larger study conducted throughout the EHT district • Similar studies conducted within other districts

11. References • Applegate, A. J., & Applegate, M. D. (2004, March). The Peter effect: Reading habits and attitudes of preservice teachers. The Reading Teacher, 57, (6), 554-563. Retrieved November 3, 2004, from the HW Wilson database. • Pavonetti, L. M., Brimmer, K. M., & Cipielewski, J. F. (2002/2003, December/January). Accelerated Reader: What are the lasting effects on the reading habits of middle school students exposed to Accelerated Reader in elementary grades? Journal of Adolescent & Adult Literacy, 46, (4), 300-311. Retrieved October 4, 2004, from the HW Wilson database. • Topping, K. J., & Sanders, W. L. (2000). Teacher effectiveness and computer assessment of reading: Relating value added and learning information system data. School Effectiveness and School Improvement, 11, (3), 305-337. Retrieved October 4, 2004, from the HW Wilson database.

12. We’re done!! Good luck to everyone and thank you to Dr. Shontz for all of your time & patience with us!