364:, citing two studies that support the product, noted both the lack of available books in a school's library and the lack of assessment of "inferential or critical thinking skills" as weaknesses of the software. Their guide also noted a number of strengths of the software, including its ability to motivate students and provide immediate results on student's reading habits and progress.
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range may not be able to read and comprehend the book. Since teachers, parents and students use readability levels to select books, this may discourage students from reading the book as the student is under pressure to earn
Accelerated Reader points during the school year. Although, students can take tests and earn points for books at any ATOS level.
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book reports is not as useful as the immediate feedback provided by
Accelerated Reader. In another study, Samuels and Wu found students in Accelerated Reader classrooms in a Minnesota elementary school after controlling the amount of time spent reading each day outperformed students in control classrooms.
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novel with 68% of students in that age range having an interest in reading or re-reading a Harry Potter book. For example, the ATOS reading level of {Harry Potter and the
Philosopher's Stone} is 5.5 (with ATOS numbers corresponding to grade levels). This would indicate that students below that grade
228:
In another study, Nunnery, Ross, and McDonald evaluated the reading achievement of students in grades 3–8. They examined the impact of individual, classroom, and school factors on reading achievement. The findings revealed that students in classrooms using the
Accelerated Reader program outperformed
341:
Renaissance
Learning, the developer of Accelerated Reader, has outlined the primary purpose of the program as an assessment tool to gauge whether students have read a book, not to assess higher-order thinking skills, to teach or otherwise replace curriculum, to supersede the role of the teacher, or
271:
In 2003, Samuels and Wu found that after six months, third and fifth grade students who used
Accelerated Reader demonstrated twice the gain in reading comprehension as those that did not use Accelerated Reader. The comparison students completed book reports suggesting that delayed feedback through
241:
In a controlled evaluation, Holmes and Brown found that two schools using the School
Renaissance program achieved statistically significantly higher standardized test scores compared with two comparison schools that only used the Renaissance program in a limited way. Because so many schools in the
357:
Renaissance Place does include recognizing setting and understanding sequence as examples of higher-order thinking. Turner and Paris's study explore the role of classroom literacy tasks in which students take end-of-book tests called
Reading Practice Quizzes that are composed of literal-recall
221:, 1,665 students and 76 teachers from 12 schools (grades K-8) were surveyed. The study involved randomly selecting some teachers to implement the Accelerated Reader software, while others continued with the regular curriculum without the software. The results indicated that students in
197:
The TOPS Report (The
Opportunity to Praise Students) reports quiz results after each quiz is taken. Diagnostic Reports identify students in need of intervention based on various factors. The Student Record Report is a complete record of the books the student has read.
143:
Books with quizzes in
Accelerated Reader are assigned an ATOS readability level. This ATOS score is used by AR in combination with a book length to assign a point value to each book. It can also be used by students to help choose books of appropriate reading levels.
160:
Many of the company's quizzes are available in an optional recorded voice format for primary-level book in which the quiz questions and answers are read to the student taking the quiz. These quizzes are designed to help emerge
152:
Accelerated (going up to 7th grade) Reader (AR) quizzes are available on fiction and non-fiction books, textbooks, supplemental materials, and magazines. Most are in the form of reading practice quizzes although, some are
354:, in a 2003 literature review, also asserts that reading incentives is one of the aspects of Accelerated Reader. He reiterates prior research stating that reading for incentives does not create long-term readers.
358:
questions to which there is only one answer. Turner and Paris would classify these quizzes as "closed tasks." They concluded that open-ended tasks are more supportive of literacy growth in the future.
258:, the Renaissance schools' children outperformed the contrast school's children. It can only be concluded that the Renaissance program was highly effective in raising the performance of these
371:
as preventing children from reading from a variety of difficulty levels. A PowerPoint from Scholastic made in 2006 indicates that 39% of children between the ages of five and ten have read a
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they have read. As the students read and take quizzes, they are awarded points. AR monitors students' progress and establishes personalised reading goals according to their reading levels.
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The Renaissance Place version of Accelerated Reader also includes quizzes designed to practice vocabulary. The quizzes use words from books, and are taken after the book has been read.
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in classrooms with high levels of Accelerated Reader implementation showed better performance compared to similar students in classrooms with low or no implementation.
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can be printed out to display the vocabulary words so that as students read, they can refer to the bookmark for help. The quizzes will keep track of the words learned.
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A number of studies have been conducted regarding the effectiveness of using Accelerated Reader in the classroom. The following two studies were reviewed by the
629:"A Randomized Experimental Evaluation of the Impact of Accelerated Reader/Reading Renaissance Implementation on Reading Achievement in Grades 3 to 6"
275:
Researcher Keith Topping completed many studies on Accelerated Reader that found the software to be an effective assessment for deciding curriculum.
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Reports are generated on demand to help students, teachers, and parents monitor student progress. Reports are available regarding student reading,
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607:"A Randomized Experiment on the Effects of Accelerated Reader/Reading Renaissance in an Urban School District: Final Evaluation Report"
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350:'s Reading Counts!, as "reading incentive software" in an article exploring the pros and cons of the two software packages.
767:"How the Amount of Time Spent on Independent Reading Affects Reading Achievement: A Response to the National Reading Panel"
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420:
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United States are using Accelerated Reader, it was difficult for the authors of this study to find two schools in
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information, and other variables. Customizable reports available in the Renaissance Place edition can also report
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Turner, Julianne; Paris, Scott G (May 1995). "How Literacy Tasks Influence Children's Motivation for Literacy".
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that states a Knowledge (XXG) editor's personal feelings or presents an original argument about a topic.
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111:. It is designed to monitor and manage students' independent reading practice and comprehension in both
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A Controlled Evaluation of a Total School Improvement Process, School Renaissance.
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874:"The (Lack of ) Experimental Evidence Supporting the Use of Accelerated Reader"
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824:"Reading Online - Formative Assessment of Reading Comprehension by Computer"
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Nunnery, John A.; Ross, Steven M.; McDonald, Aaron (November 16, 2009).
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In all nine comparisons involving standardized test scores in reading,
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and Spanish readers to take the quizzes without additional assistance.
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988:"Kids and Family Reading Report Harry Potter: The Power of One Book"
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Center for Research in Educational Policy, The University of Memphis
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Ross, Steven M.; Nunnery, John; Goldfeder, Elizabeth (April 2004).
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that were not already using Accelerated Reader. The authors noted:
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utilising the Accelerated Reader program showed academic gains.
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532:"Accelerated Reader 360 - Close reading practice | Renaissance"
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personal reflection, personal essay, or argumentative essay
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957:"Florida Center for Reading Research / Accelerated Reader"
715:"The Effects of Immediate Feedback on Reading Achievement"
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those in control classrooms. Additionally, students with
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Technical Report. Athens, GA: University of Georgia.
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346:however, describes Accelerated Reader, along with
210:and were found to meet their research standards.
633:Journal of Education for Students Placed at Risk
520:on 16 January 2005 – via Wayback Archive.
248:
1026:National Center on Student Progress Monitoring
557:"Accelerated Reader Overview - Sample Reports"
500:"The Design of Accelerated Reader Assessments"
1021:ERIC - Education Resources Information Center
787:on 15 March 2007 – via Wayback Archive.
735:on 23 April 2006 – via Wayback Archive.
8:
19:
367:Use of the program has been criticized by
140:formula designed by Renaissance Learning.
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342:to provide an extrinsic reward. Educator
329:Learn how and when to remove this message
674:Holmes, C.T., & Brown, C.L. (2003).
494:
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107:is an educational program created by
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774:Department of Educational Psychology
722:Department of Educational Psychology
513:(1): 1–8. April 1999. Archived from
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445:"Accelerated Reader Family Resource"
362:Florida Center for Reading Research
1051:Children's educational video games
14:
394:"35 years of Accelerated Reader"
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157:-based with multiple subjects.
799:"Learning Information Systems"
765:Wu, Yi-Chen; Samuels, S. Jay.
713:Samuels, S. Jay; Wu, Yi-Chen.
1:
1046:Renaissance Learning software
421:"What is Accelerated Reader?"
962:. 2006-02-10. Archived from
904:. 2012-09-05. Archived from
876:. 2005-11-05. Archived from
851:. 2006-01-03. Archived from
826:. 2005-02-09. Archived from
801:. 2005-09-15. Archived from
691:. 2005-04-19. Archived from
559:. 2007-01-04. Archived from
534:. 2018-03-13. Archived from
474:. 2012-02-20. Archived from
645:10.1207/s15327671espr1101_1
42:; 38 years ago
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582:"WWC | Accelerated Reader"
899:"Literacy Skills Quizzes"
780:(1): 1–25. Archived from
728:(1): 1–20. Archived from
213:In a study conducted in
208:What Works Clearinghouse
849:"Handbook: Chpt 5, p.3"
751:March 15, 2007, at the
746:Samuels & Wu (2004)
105:Accelerated Reader (AR)
309:by rewriting it in an
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1041:Software for children
755:research paper (PDF).
231:learning disabilities
185:, amount of reading,
805:on 15 September 2005
507:Renaissance Learning
109:Renaissance Learning
31:Renaissance Learning
16:Educational software
969:on 10 February 2006
931:The Reading Teacher
911:on 5 September 2012
478:on 20 February 2012
202:Evaluation research
193:-level information.
94:/accelerated-reader
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1016:Accelerated Reader
880:on 5 November 2005
830:on 9 February 2005
472:"ATOS Readability"
352:Stephen D. Krashen
311:encyclopedic style
298:is written like a
20:Accelerated Reader
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994:. July 2006
635:(Website).
449:Renaissance
256:mathematics
138:readability
76:Educational
1035:Categories
998:2023-05-17
992:Scholastic
973:2022-10-17
915:2022-10-17
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586:ies.ed.gov
567:2022-10-17
542:2022-10-17
482:2022-10-17
454:2023-04-18
430:2024-07-08
425:Understood
380:References
369:Scholastic
348:Scholastic
260:elementary
223:classrooms
187:diagnostic
155:curriculum
136:ATOS is a
127:Components
279:Criticism
262:students.
219:Tennessee
170:Bookmarks
92:/products
943:20201530
749:Archived
689:"papers"
653:73699446
639:: 1–18.
265:—
191:district
305:Please
244:Georgia
215:Memphis
176:Reports
163:English
117:Spanish
113:English
81:Website
61:Windows
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960:(PDF)
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718:(PDF)
649:S2CID
610:(PDF)
518:(PDF)
503:(PDF)
404:1 Sep
121:books
65:macOS
406:2024
148:Quiz
132:ATOS
115:and
90:.com
72:Type
47:1986
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641:doi
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