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The Effects Of The Accelerated Reader Program On Third Grade Itbs Reading Comprehension Scores
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Book Synopsis The Effects of the Accelerated Reader Program on Third Grade ITBS Reading Comprehension Scores by : Jane Patten Mitchell
Download or read book The Effects of the Accelerated Reader Program on Third Grade ITBS Reading Comprehension Scores written by Jane Patten Mitchell and published by . This book was released on 1997 with total page 82 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of the "Accelerated Reader" Program on Reading Comprehension with Third Grade Students by : Linda Jones Lykins
Download or read book The Effects of the "Accelerated Reader" Program on Reading Comprehension with Third Grade Students written by Linda Jones Lykins and published by . This book was released on 1994 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Impact of the Accelerated Reader Software on the Reading Achievement of Third Grade Students in a Rural Southeastern Mississippi School District by : Suzanne McKee Waddell
Download or read book The Impact of the Accelerated Reader Software on the Reading Achievement of Third Grade Students in a Rural Southeastern Mississippi School District written by Suzanne McKee Waddell and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was conducted to determine if a significant difference existed based on the reading achievement of 3rd grade students as measured by the Mississippi Curriculum Test Reading Scaled Score of those students who utilized the Renaissance Learning's Accelerated Reader Software Management Program and those who did not participate in the program. The impact of gender and ethnicity on reading achievement and the relationship between the STAR Test for Assessment of Reading and the Mississippi Curriculum Test (MCT) as measures of reading achievement were also studied. The findings indicate students who participated in the Accelerated Reading Program achieved significantly higher reading scores than students who did not participate in the program. Within the Accelerated Reading Group, Caucasians earned significantly higher scores than the African-American/Other group. Female participants scored significantly higher scores than males. There was a strong association between the scores students on the STAR Test for Reading Assessment and the Mississippi Curriculum Test. The findings of this study indicated that gender, ethnicity, and the Accelerated Reading Program impacted MCT scores. There existed a strong association between scores on the Mississippi Curriculum Test and the scores on the STAR Test for Reading Assessment. Conclusions that emerged from the study suggest that Renaissance Learning's Accelerated Reader software when used in conjunction with the regular reading series seemed to have a positive impact on reading achievement. Recommendations for future research include investigating a possible gender bias in literature that could impact reading achievement and the impact of ethnicity on reading achievement.
Book Synopsis An Investigation of the Impact of the Accelerated Reader Program on Standardized Test Scores by : Nancy Ross Halnan
Download or read book An Investigation of the Impact of the Accelerated Reader Program on Standardized Test Scores written by Nancy Ross Halnan and published by . This book was released on 2000 with total page 42 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate the extent to which reading comprehension test scores change after the implementation of the Accelerated Reader program for fourth, fifth and sixth grade students.
Book Synopsis The Effects of the Accelerated Reader Program on Third Grade Elementary Students by : Larry James
Download or read book The Effects of the Accelerated Reader Program on Third Grade Elementary Students written by Larry James and published by . This book was released on 2008 with total page 49 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Effect of Accelerated Reader Program on the Reading Achievement of Third-grade Students by : Debbie Conley
Download or read book Effect of Accelerated Reader Program on the Reading Achievement of Third-grade Students written by Debbie Conley and published by . This book was released on 1997 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Measuring the Effects of the Accelerated Reader Program on the Third Grade English Language Learners' Reading Achievement in Dual Language Programs by : William J. Kortz
Download or read book Measuring the Effects of the Accelerated Reader Program on the Third Grade English Language Learners' Reading Achievement in Dual Language Programs written by William J. Kortz and published by . This book was released on 2002 with total page 462 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of the Accelerated Reader Program on the Reading Achievement of Second and Third Grade Students and the Relationship of the Number of Nonfiction Books Read to Reading Achievement by : Bridget Chambers Lee
Download or read book The Effects of the Accelerated Reader Program on the Reading Achievement of Second and Third Grade Students and the Relationship of the Number of Nonfiction Books Read to Reading Achievement written by Bridget Chambers Lee and published by . This book was released on 2016 with total page 85 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effect of Accelerated Reader on the Reading Comprehension of Third Grade Students by : Diana Castillo
Download or read book The Effect of Accelerated Reader on the Reading Comprehension of Third Grade Students written by Diana Castillo and published by . This book was released on 2002 with total page 66 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Impact of the Accelerated Reader Program on Third Grade/fourth Grade Bilingual Students' TAKS Reading Scores in a South Texas Border Town by : Orfa Rodriguez-Blanco
Download or read book The Impact of the Accelerated Reader Program on Third Grade/fourth Grade Bilingual Students' TAKS Reading Scores in a South Texas Border Town written by Orfa Rodriguez-Blanco and published by . This book was released on 2006 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effect of the Accelerated Reader on the Reading Comprehension of Third Graders by : Nancy E. Facemire
Download or read book The Effect of the Accelerated Reader on the Reading Comprehension of Third Graders written by Nancy E. Facemire and published by . This book was released on 2000 with total page 53 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effect of the Accelerated Reader Program on Attitude and Achievement of Third Graders by : Jennifer F. Pauley
Download or read book The Effect of the Accelerated Reader Program on Attitude and Achievement of Third Graders written by Jennifer F. Pauley and published by . This book was released on 2000 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: Evaluates the relationship between attitude and reading levels while using the Accelerated Reader program in the third grade classroom.
Book Synopsis The Effect of Accelerated Reader on Reading Scores in a Rural School District by : Teresa A. Hunter
Download or read book The Effect of Accelerated Reader on Reading Scores in a Rural School District written by Teresa A. Hunter and published by . This book was released on 2013 with total page 157 pages. Available in PDF, EPUB and Kindle. Book excerpt: "In this study, the implementation of Accelerated Reader (AR), a computer-assisted supplemental reading program, was investigated as a research-based instructional strategy to assess whether it aided a high-performing, rural school district in meeting adequate yearly progress goals. The theoretical framework was based on Vygotsky's zone of proximal development. The overall research question for this quasi-experimental, longitudinal study was whether AR impacted students' reading change scores on a standardized test over a 2-year period. Reading achievement data of students in 4 elementary schools were gathered for 2 years. Data consisted of scores from the reading portion of the Measures of Academic Progress achievement test. Seventy-four students from 2 schools participated in AR for 2 years, while the control group -- 72 students from 2 other schools -- did not participate in AR. Data were analyzed using multiple regression, controlling for the effects of gender, special education status, gifted and talented education participation, Title I participation, and English language learner status. Findings showed the AR program had a significant direct impact on vocabulary score changes from 2009 to 2010 but a significant inverse impact on overall reading and vocabulary score changes from 2010 to 2011. Because the district under study is relying on AR to improve student outcomes, the project for this study was an evaluation report including an evaluation of the effectiveness of AR. An action plan was also provided to investigate the level of AR program fidelity to identify possible reasons for this study's unexpected results. Positive social change implications include providing research-based data to school administration to inform curriculum and professional development and improve student outcomes and school performance targets."--Preliminary page.
Book Synopsis The Accelerated Reader Program Compared to Sustained Silent Reading on Third Graders' SOL Reading Scores by :
Download or read book The Accelerated Reader Program Compared to Sustained Silent Reading on Third Graders' SOL Reading Scores written by and published by . This book was released on 2003 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: "The purpose of the current study was to determine the effectiveness of Accelerated Reader compared to sustained silent reading (SSR) on third graders' Virginia Standars of Learning reading comprehension scores. The current study included an experimental group who used the Accelerated Reader program and a control group who participated in SSR. An independent t test was used to compare the results on the Virginia Standards of Leaarning Reading/Literature and Research Test. The study found no significant difference between the two groups."
Book Synopsis The Impact of Accelerated Reader on Student Achievement, Reading Comprehension, Growth, and Motivation to Read by : Angela Dee Spiller
Download or read book The Impact of Accelerated Reader on Student Achievement, Reading Comprehension, Growth, and Motivation to Read written by Angela Dee Spiller and published by . This book was released on 2020 with total page 298 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was developed to determine the interconnectivity between Accelerated Reader and its impact on standardized achievement tests, reading comprehension, motivation to read, and overall reading growth. Historical data from 2017-2018 was taken from fourth-grade students who attended a suburban elementary school in a large public school district. Using a correlational and survey research design, data collected included: end of year Accelerated Reader Student Growth Percentile scores, standardized Reading and Language Arts test scores, growth and performance scores, reading report card grades, and interviews with parents, teachers, and administrators. Limited data revealed that the study was inconclusive. However, the recommendation is that Accelerated Reader should be used as a supplemental source to create student success in reading comprehension and growth.
Book Synopsis Accelerated Reader by : Lorilee Marie Bergin
Download or read book Accelerated Reader written by Lorilee Marie Bergin and published by . This book was released on 2017 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt: This four-week study examined the effect of using the Accelerated Reader® program with fidelity to the provided framework by Renaissance Place, the parent company of Accelerated Reader, on the reading comprehension scores of third, fourth, and fifth graders who scored below the 25th percentile on their Spring 2017 STAR Reading assessment, or if the student was new to the school their Fall 2017 STAR Reading assessment was used for placement. This study took place in North Dakota with fifteen participants. Students were given fifteen minutes of in class reading time and encouraged to read outside the classroom. Students kept track of their reading during the study. The STAR Reading assessment was given at the beginning and end of the four-week study to determine if the students' Accelerated Reader points earned had a positive effect on their comprehension. The majority of participants showed increased comprehension scores.
Book Synopsis Accelerated Reader and Its Effects on Fifth-Grade Students' Reading Comprehension by : Jan Nichols
Download or read book Accelerated Reader and Its Effects on Fifth-Grade Students' Reading Comprehension written by Jan Nichols and published by . This book was released on 2013 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt: Schools in the United States have been using the Accelerated Reader (AR) program since the mid-1980s. A search of the literature related to the effectiveness of the AR program revealed that many of the studies were conducted more than a decade ago, and a large number of those studies failed to utilize a control group to provide comparative data. Researchers and educators have examined the use of the AR program, whose parent company is Renaissance Learning, for more than 20 years, yet there is still little definitive data on whether the system positively affects student reading comprehension and motivation to read. This causal-comparative design, in the form of an ex post facto study, examined two groups of fifth-grade students to determine if the addition of AR showed statistically significant effects on their reading comprehension. Data were gathered from both an experimental and a control group; the control group utilized the school system's literacy plan for reading instruction, while the experimental group utilized the literacy plan along with mandatory use of AR. Independent t-tests were used to determine if the treatment (AR) had any effect on reading comprehension by group or by gender. The results from the independent t-tests showed no statistically significant effect for reading method by group and no statistically significant effect for gender by group.
