The Influence of Accelerated Reader on the Affective Literacy Orientations of Intermediate Grade StudentsJournal of Literacy Research
Format of Original12 p.
AbstractAlthough 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.
Citation InformationMarla 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/