Improving Reading in Grade Three Students

Abbotsford elementary schools, Abbotsford, British Columbia, Canada

Abstract:

DETAILS: Location: Abbotsford, British Columbia, Canada; Design: Independent, quasi-experimental; Sample: 42 third-grade students at two elementary schools; Measures: Gates-MacGinitie Reading Test (GMRT), Elementary, Reading Attitude Survey (ERAS); Duration: 9 weeks.

RESULTS: This study examined the effects of Accelerated Reader on reading comprehension and attitudes toward reading. Teachers at the experimental school received training on best classroom practices for Accelerated Reader, and Star Reading was used to determine students correct zone of proximal development. The experimental group of students was encouraged to read and test on books supported by Accelerated Reader, while control students received normal reading instruction, which included silent reading but no use of Accelerated Reader. Students in both groups were pre- and posttested using the GMRT and ERAS. Students using Accelerated Reader experienced an average growth of 16.95 points on the GMRT, whereas students in the control classroom experienced an average 11.09-point decrease in scaled scores. The results of the ERAS indicated that student attitudes underwent little change during the 9-week period, probably due to the relatively short duration of the study. Study results provided evidence that there is a causal relationship between use of Accelerated Reader and improvements in reading comprehension.

AUTHOR: Cameron T. Friesen.

The Summary of this study is available online.

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Publication Date:
05/04/2004