Computerized Self-Assessment of Reading Comprehension with the Accelerated Reader: Action Research
Multiple schools, Aberdeen, Scotland, United Kingdom
DETAILS: Location: Aberdeen, Scotland; Design: Independent, quasi-experimental, peer-reviewed; Sample: 89 students in grades 5 and 6 at two schools; Measures: Edinburgh reading comprehension test, Neale reading accuracy test; Duration: 6 months.
RESULTS: The student population involved in this study consisted of mixed abilities including special education and students learning English as a second language. The study looked at the effect of Accelerated Reader and partially implemented best classroom practices on students from two schools in severely economically disadvantaged areas of Scotland. The schools were divided into two separate project studies, A and B. Results indicated that despite having less reading time than comparison students, the students using Accelerated Reader best practices demonstrated greater statistically significant gains in reading achievement across a number of measures, including comprehension and reading accuracy. In addition, students in the Accelerated Reader classes demonstrated measurable gains in attitudes toward reading.
PLEASE NOTE: The Summary of this peer-reviewed journal article: Vollands, S. R., Topping, K. J., & Evans, H. M. (1999). Computerized self-assessment of reading comprehension with the Accelerated Reader: Action research. Reading & Writing Quarterly, 15(3), 197-211 is available online.
For a copy of the Full Article, email the Renaissance Research Department: firstname.lastname@example.org.
For information about research not available electronically, please email us at email@example.com.