Accelerated Reader[TM]. What Works Clearinghouse Intervention Report

Institution	What Works Clearinghouse (ED)
Titel	Accelerated Reader[TM]. What Works Clearinghouse Intervention Report
Quelle	(2010), (41 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Intervention; Reading Fluency; Elementary Secondary Education; Computer Software; Reading Skills; Reading Instruction; Reading Tests; Computer Assisted Testing; Adolescents; Student Evaluation; Academic Achievement; Reading Achievement; Program Effectiveness; Literacy; Standards; Reading Programs; Reading Comprehension; Independent Reading; Educational Research; Reading Improvement; High School Students; Middle School Students; Oregon; Texas + Suchen Sie Ihr Suchwort? Reading skill; Lesefertigkeit; Leseunterricht; Lesetest; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Schulnote; Studentische Bewertung; Schulleistung; Leseleistung; Alphabetisierung; Schreib- und Lesefähigkeit; Standard; Leseverstehen; Freies Lesen; Bildungsforschung; Pädagogische Forschung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Middle school; Middle schools; Mittelschule; Mittelstufenschule
Abstract	"Accelerated Reader"[TM] is a guided reading intervention used to supplement regular reading instruction in K-12 classrooms. Its aim is to improve students' reading skills through reading practice and quizzes on the books students read. The "Accelerated Reader"[TM] program calls for students to select and read a book and then take a computerized quiz based on the book's content and vocabulary. The computer software then provides teachers with information on the students' performance on the quiz, which allows teachers to monitor student progress and identify students who may need more reading assistance. The What Works Clearinghouse (WWC) reviewed 318 studies on "Accelerated Reader"[TM] for adolescent learners. One of these studies, meets WWC evidence standards, and one study meets WWC evidence standards with reservations; the remaining 316 studies do not meet either WWC evidence standards or eligibility screens. Based on the two studies, the WWC found no discernible effects in reading fluency and comprehension for adolescent learners. The conclusions presented in this report may change as new research emerges. Appendices include: (1) Study characteristics of Bullock, 2005 and Nunnery & Ross, 2007; (2) Outcome measures for the reading fluency domain and the comprehension domain; (3) Summary of study findings included in the ratings for the reading fluency domain and the comprehension domain; (4) Summary of end of first year of intervention findings for the comprehension domain; (5) "Accelerated Reader"[TM] ratings for the reading fluency domain and the comprehension domain; and (6) Extent of evidence by domain. (Contains 14 footnotes.) (ERIC).
Anmerkungen	What Works Clearinghouse. 550 12th Street SW, Washington, DC 20024; e-mail: contact.WWC@ed.gov; Web site: https://whatworks.ed.gov/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06