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Article
The Influence of Accelerated Reader on the Affective Literacy Orientations of Intermediate Grade Students
Journal of Literacy Research
  • Marla H. Mallette, Southern Illinois University Carbondale
  • Bill Henk, Marquette University
  • Steven A. Melnick, Pennsylvania State University
Document Type
Article
Language
eng
Format of Original
12 p.
Publication Date
3-1-2004
Publisher
SAGE Publications
Disciplines
Abstract
Although 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 in two comparable school districts. The analyses indicate that AR positively 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 of consequence are discussed along with implications for future research.
Comments

Accepted version. Journal of Literacy Research, Vol. 36, No. 1 (March 2004): 73-84. DOI.

Bill Henk was affiliated with the Southern Illinois University - Carbondale at the time of publication.

Citation Information
Marla H. Mallette, Bill Henk and Steven A. Melnick. "The Influence of Accelerated Reader on the Affective Literacy Orientations of Intermediate Grade Students" Journal of Literacy Research (2004) ISSN: 1086-296X
Available at: http://works.bepress.com/william_henk/12/