Electronic Reading Programs

1. Electronic Reading Programs Pete Klaeser February 18, 2014

2. Literacy Levels • There are major gaps in literacy levels between students with different socioeconomic status. (Berlin & Sum, 1988) The No Child Left Behind Act (2001) was designed to close the achievement gap among low-achieving students.

3. Reading Achievement • A variety of approaches to improve reading achievement have been deployed in schools. • Most of the newer programs are technology-based and include different types of reading tutorials. • A national study done has suggested that reading tutorial packages fail to have any positive effect (Dynarski, et al., 2007)

4. Reading Management Programs • Reading Management Programs use software to encourage, direct, and assess students’ independent reading from books (electronic or print). • The first reading management program developed in 1981 was “The Electronic Bookshelf” (Everhart, 1988) This program was developed by a school librarian and attempts to hold students accountable for their reading. The program includes software with a recommended book list, quizzes, and a record-keeping system

5. Reading Management Programs • Several other reading programs were developed after the success of “Bookshelf” . • Most of the new reading management programs work similarly but the most popular program in the US is “Accelerated Reader” . (Renaissance Learning, 2008) http://www.renlearn.com/aboutus/

6. The Accelerated Reading Program • How the AR program works: • The program has packages for pre-kindergarten through 12th grade. • The software package includes computerized diagnostic tests to determine student reading levels. • The program suggests a number of books that students may select to read from books at their library.

7. The Accelerated Reading Program • After reading the book, students return to the software package and take a brief comprehensive quiz. • If students pass the quiz, they are directed to choose other books at that level and eventually books at increasing levels of difficulty. • Software tracks student progress and assigns points for books read. http://www.renlearn.com/ar/overview/howitworks.aspx/

8. Research on Reading Management Software • Implementation of reading management programs • If all participants (administrators, teachers, librarians, students) are committed to the program, there tends to be greater gains in independent reading. (Author, 2006)

9. Research on Reading Management Programs • Effects on Reading Achievement • General support for reading management programs’ positive effects on reading achievement. (Kulik, 2003) • Use of reading management programs benefit students in lower grades more than in higher grades. • (Nunnery, Ross, and McDonald, 2006)

10. Research on Reading Management Programs • Effects on Student Attitudes • There tends to be gender differences in improved attitudes. Girls’ attitudes tend to improve while boys did not show improved attitudes using this program. (Everhart, 2005)

11. Research on Reading Management Programs • Effects on Student Attitudes • Students perceptions of their reading skills can be affected based on the number of points earned by reading books. Students who earn the most points tend to have a better attitude towards reading while students with few points are less likely to have a positive attitude towards reading. (Putman, 2005) • Students and Parents have complained that students are not able to read books out of their range, precluding them from books and other types of reading materials that may interest them. (Pavonetti, et al., 2002)

12. Conclusions • Research on Reading Management Programs is limited and not enough has been independently conducted or published in peer-review journals. • Reading requires time. Scheduled school time for reading is needed to improve student literacy. • Effective professional development is critical to the success of this program. • Reading management programs are a “supplemental tool” and cannot be a substitute for school libraries or media specialists.

13. Sources • Author. (2006). Laptops and literacy: Learning in the wireless classroom. NY: Teachers College Press. • Berlin, G., & Sum, A. (1988). Toward a more perfect union: Basic skills, poor families and our economic future (Occasional Paper 3). New York: Ford Foundation, Project on Social Welfare and the American Future. • Dynarski, M., Agodini, R., Heaviside, S., Novak, T., Carey, N., Campuzano, L., et al. (2007). Effectiveness of reading and mathematics software products: Findings from the first student cohort. Washington, DC: U.S. Department of Education.

14. Sources • Everhart, N. (1998). Virtual book reports. Electronic School Online. Retrieved December 22, 2007, from http://www.electronic-school.com/0198 • Everhart, N. (2005). A crosscultural inquiry into the levels of implementation of Accelerated Reader and its effect on motivation and extent of reading: Perspectives from Scotland and England. School Library Media Research, 8. • Kulik, J.A. (2003). Effects of using instructional technology in elementary and secondary schools: What controlled evaluation studies say. Arlington, VA: SRI International. (SRI Project No. P10446.001)

15. Sources • No Child Left Behind Act, 115 STAT 1425 (2001). • Nunnery, J.A., Ross, S. M., & 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.f3.html

16. Sources • Pavonetti, L. M., Brimmer, K. M., & Cipielewski, J., F. (2002). 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. • Putman, S. M. (2005). Computer-based reading technology in the classroom: The affective influence of performance contingent point accumulation on fourth grade students. Reading Research and Instruction, 45(1), 19-38.