Accelerated Reader and Young People's Reading in 2013: Findings from the National Literacy Trust's 2013 Annual Literacy Survey on Reading Enjoyment, Reading Behaviour outside Class and Reading Attitudes

Autor/in	Clark, Christina
Institution	National Literacy Trust (England)
Titel	Accelerated Reader and Young People's Reading in 2013: Findings from the National Literacy Trust's 2013 Annual Literacy Survey on Reading Enjoyment, Reading Behaviour outside Class and Reading Attitudes
Quelle	(2014), (48 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Foreign Countries; Acceleration (Education); Reading Programs; Reading Skills; Reading Attitudes; Recreational Reading; Program Effectiveness; Children; Youth; Adolescents; Educational Indicators; Literacy; Surveys; Gender Differences; Ethnicity; Racial Differences; Statistical Data; Reading Habits; Books; Reading Ability; Socioeconomic Influences; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Acceleration; Beschleunigung; Reading skill; Lesefertigkeit; Reading behavior; Rading behaviour; Leseverhalten; Häusliche Lektüre; Child; Kind; Kinder; Jugend; Jugendlicher; Jugendalter; Adolescent; Adolescence; Adoleszenz; Educational indicato; Bildungsindikator; Alphabetisierung; Schreib- und Lesefähigkeit; Survey; Umfrage; Befragung; Geschlechterkonflikt; Ethnizität; Rassenunterschied; Reading habit; Lesegewohnheit; Book; Buch; Monographie; Monografie; Reading competence; Lesekompetenz; Sozioökonomischer Faktor; Großbritannien
Abstract	Accelerated Reader (AR) is a tool for monitoring and managing independent reading practice. Although a wealth of data is routinely collected about children's reading skills as part of the AR tool, no information is collected on the "softer" reading outcomes, such as reading enjoyment and attitudes towards reading. The National Literacy Trust was therefore commissioned by Renaissance Learning in 2012 to help plug that gap using data from our third annual literacy. They found that children and young people who use AR tend to enjoy reading more, read more often, read a greater variety of fiction texts and think more positively about reading than their peers who do not use AR. To see whether these findings could be replicated with another cohort of pupils, the Trust was again commissioned by Renaissance Learning in 2013 to explore the impact of AR on children's reading enjoyment, behaviour and attitudes. 29,422 children and young people aged eight to 16 participated in the survey, which was conducted in November/December 2013. This survey, amongst other literacy aspects, explores whether young people enjoy reading, how often they read outside class and for how long, what type of materials they read outside class, how many books they read in a month and what they think about reading. Using a question from the 2013 annual literacy survey that simply asked pupils whether they use Accelerated Reader or not, results showed that nearly a third (28.1%, N = 8,031) of children and young people said that they use AR; 47.7% said they do not use AR, while 24.2% were not sure whether they do or not. The quarter of children and young people who were not sure were excluded from the analyses in this report. The results of this second survey corroborate findings from the previous year and show that children and young people who use Accelerated Reader (AR) are more likely to enjoy reading, read more often and think more positively about reading than their peers who do not use this reading tool. Children and young people who use AR are also more likely to see a link between their reading and their success compared with their peers who do not use AR. An appendix provides an introduction to the annual literacy survey. [For the 2012 report, see ED556333.] (ERIC).
Anmerkungen	National Literacy Trust. Swire House, 59 Buckingham Gate, London, SW1E 6AJ, UK. Tel: +44-2078-282435; Fax: +44-2079-319986; e-mail: contact@literacytrust.org.uk; Web site: http://www.literacytrust.org.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01