The Accelerated Reader Program's Relationship to Student Achievement on the English-Language Arts California Standards Test

Montgomery Middle School, San Diego, California (CA)

Abstract:

DETAILS: Location: Montgomery Middle School, San Diego, California; Design: Independent, correlational; Sample: 150 Grade 8 students; Measure: English-Language Arts California Standards Test (CST); Duration: One school year.

RESULTS:This study aimed to investigate the potential of the Accelerated Reader program to positively impact student scores on the English-Language Arts California Standards Test (CST) in a Title I San Diego, CA middle school. The results of this study suggest that strong participation in the Accelerated Reader program can be effective in improving reading comprehension and literary analysis scores on the Reading Comprehension and Literary Analysis reporting clusters of the English-Language Arts CST. The researcher concludes that teachers should consider promoting high Accelerated Reader participation rates from all their students as one way of preparing for the CST, because there was generally a positive relationship between the extent to which Accelerated Reader best practices were implemented and scores on the CST.

The Full Article is available online AUTHOR: S. Rodriguez

Publication Date:
12/01/2007