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Examining The Impact Of The Lucy Calkins Teacher-Student Conference Tool In Collaboration With Accelerated Reader On Reading Comprehension Of 5th-Grade Students At A Suburban Elementary School: An Action Research Study, Laura Elizabeth Clawson Jan 2018

Examining The Impact Of The Lucy Calkins Teacher-Student Conference Tool In Collaboration With Accelerated Reader On Reading Comprehension Of 5th-Grade Students At A Suburban Elementary School: An Action Research Study, Laura Elizabeth Clawson

Theses and Dissertations

This paper describes a problem of practice arising from a concern that students are not continuously making reading comprehension gains. Focusing on the problem of practice, the researcher developed a triangulation action research study involving a convenience sampling population in a fifth grade elementary school classroom to examine the impact of the teacher-student conferencing tool from Lucy Calkins’s reader’s workshop model in collaboration with the Accelerated Reader program and comprehension to answer the following research question: What impact do the student-teacher conferences from the Lucy Calkins workshop have on reading comprehension as measured by the AR program? The ...


Agony Or Ecstasy: A Mixed Methods Study Of The Accelerated Reader Program And Students' Attitudes Toward Reading, Ladonna Stout Boone Dec 2017

Agony Or Ecstasy: A Mixed Methods Study Of The Accelerated Reader Program And Students' Attitudes Toward Reading, Ladonna Stout Boone

Doctoral Dissertations

The impetus for this study was to determine how Accelerated Reader influences the reading attitudes of fourth grade students of varied reading proficiencies who had been exposed to Accelerated Reader since kindergarten. Interested in students’ attitudes and motivation toward reading, I examined fourth grade students’ reading motivation among two award winning Blue Ribbon Schools in East Tennessee, one of which used Accelerated Reader as the pathway to literacy success while the other did not. Comparisons between the two schools were made in order to determine if there were differences in students’ attitudes and motivation toward reading. This explanatory mixed methods ...


Improving Reading: A Case Study Of The Accelerated Reader Program, Tammy K. Waters Jul 2016

Improving Reading: A Case Study Of The Accelerated Reader Program, Tammy K. Waters

Education Dissertations and Projects

Fidelity of program implementation of the Accelerated Reader (AR) program in relation to fourth-grade students’ achievement in reading was investigated. The relationship among students’ motivation to read, the role of parental support, and the reading success of students as measured by the fourth-grade end-of-grade reading test was also examined. Implementation fidelity of the AR program was determined through researcher observations and completion of an AR Implementation Checklist by participating teachers. Motivation to read was determined by administration of the ERAS to fourth-grade students. Parental support was measured through use of a parent survey and a teacher perceptions survey. Principals and ...


A Mixed-Methods Study Of The Influence Of Accelerated Reader On High School Students' Motivation To Read For Pleasure, Cindy D. Hogston May 2016

A Mixed-Methods Study Of The Influence Of Accelerated Reader On High School Students' Motivation To Read For Pleasure, Cindy D. Hogston

Education Dissertations and Projects

The Accelerated Reader (AR) program is a computerized reading management system developed in the early 1990s by Judi and Terry Paul. The AR program was developed as an extrinsic motivational tool to encourage children to read. Judi developed comprehension quizzes to accompany popular children’s books, while her husband created a computer program that would assign point values to each comprehension quiz. Students read a book, took the computerized comprehension quiz, and were awarded a certain number of points depending on the number of correct answers. During a national teacher conference, Judi Paul introduced her program to teachers. The demand ...


Using Classroom Resources Wisely With Accelerated Reader, Carolyn Hohman Jan 2009

Using Classroom Resources Wisely With Accelerated Reader, Carolyn Hohman

Master of Education Research Theses

This thesis project consists of locating and creating teacher-made Accelerated Reader quizzes from a collection of trade books in an elementary classroom library. This collection was not being well utilized by students because the school did not provide a computerized Accelerated Reader Reading Practice Quiz for these titles. The goal is for the students to enjoy this collection of various leveled trade books while at the same time reaping the classroom and school-wide benefits of reading and comprehending Accelerated Reader books.


A Comparative Analysis Of Tcap Reading-Language Arts Scores Between Students Who Used Accelerated Reader And Students Who Used Sustained Silent Reading., Janie Brown May 2008

A Comparative Analysis Of Tcap Reading-Language Arts Scores Between Students Who Used Accelerated Reader And Students Who Used Sustained Silent Reading., Janie Brown

Electronic Theses and Dissertations

The purpose of this study was to determine if a difference existed between TCAP scores of students who used the Accelerated Reader (AR) program and students who used Sustained Silent Reading strategy (SSR) as measured by the Tennessee Comprehensive Assessment Program (TCAP). The variables of grade level (6th, 7th, and 8th), gender, and socioeconomic status (free- or reduced- price meals program) were considered. The population consisted of 108 6th graders who attended a Cocke County school or a McMinn County school in Tennessee. Data were obtained from the TCAP for 3 consecutive years beginning in 2004-2005 for students who completed ...


Evaluating Alternative Methodologies To Teaching Reading To Sixth-Grade Students And The Association With Student Achievement., Susan Carol Salyer Lewis Dec 2005

Evaluating Alternative Methodologies To Teaching Reading To Sixth-Grade Students And The Association With Student Achievement., Susan Carol Salyer Lewis

Electronic Theses and Dissertations

The purpose of this study was to determine if an association exists between reading methodologies and reading achievement as measured by the Tennessee Comprehensive Assessment Program (TCAP) for sixth-grade students. The four reading methodology groups were: developmental reading, literature-based reading, Accelerated Reader program, and Accelerated Reader program with vocabulary study. The sample included 236 students in one middle school located in Northeast Tennessee during the 2004-2005 school year. Comparisons were made using TCAP criterion-referenced test reading/language arts scores, TCAP proficiency levels for content, meaning, and vocabulary categories for 2005, and pretest and posttest scores on the student assessment of ...


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, Carol Ann Howard Jan 1999

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, Carol Ann Howard

Theses and Dissertations in Urban Services - Urban Education

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. Recreational reading studies have been done on a broad economic spectrum (Advantage Learning Systems, 1997; Paul, 1996; Paul, VanderZee, Rue & Swanson, 1996). A gap in knowledge exists as to whether recreational reading programs, using AR, are effective with the urban elementary students. 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 (Gates-MacGinitie, 1989) on 755 students. The dependent variable attitude was measured on 515 students who completed The Elementary Reading Attitude Scale (ERAS) (McKenna & Kear, 1990).

Positive findings are as follows: (1) At pretesting 75% or greater of all students tested below grade level in both reading vocabulary and comprehension. At post-testing, after the AR treatment had been administered for the duration of the school year, the percentage of students testing below grade level for reading vocabulary and comprehension significantly decreased. (2) Results of the Multivariate Analysis of Variance (MANOVA) were significant for Type of AR Usage and Grade Level effect. When descriptive statistics, Type of Reader, were examined, significant differences between pre-test and post-test assessment of vocabulary and comprehension were noted. (3) review of the data for the mean difference in vocabulary and comprehension by Grade Level and Type of AR Usage indicated that as participation in the AR program increased, the mean score differences also increased. (4) An Analysis of Variance (ANOVA) format was used to analyze attitude data revealed that only the “Type of AR Usage” effect was significant.

Negative findings are as follows: (1) Frequency data indicated that 51.8% of the sample earned low AR usage status, whereas 11.8 % of the students obtained high AR usage during the school year. “Below grade level readers” composed 33% of the “low AR usage” group and only 2% of the “high AR usage” group. (2) The computation of the mean difference on the ERAS scores may have been affected by statistical regression. Caution in interpretation of results is recommended.

In summary, results of the current study concluded that recreational reading, using AR, increases reading vocabulary, comprehension, and attitude, providing it is utilized as intended. Recommendations to school administrators and researchers are as follows: (1) Increase Student Participation in recreational reading ensuring proper use of the AR program with a focus on understanding the characteristics and needs of the “below grade level” reader; (2) Study factors affecting reading performance.