Accelerated Reader in Specialist Schools
Multiple schools, London, England, United Kingdom
DETAILS: Design: Independent, correlational.
RESULTS: This report is parallel to Rudd and Wade, 2006 (available online), which examined the impact of Accelerated Reader on reading achievement. Overall, the mean gain in reading ability was statistically significant. Gains in reading scores were statistically significant in 12 out of 15 classes. The average percentage correct (APC) varied and was considerably below the 85% minimum Renaissance recommends. The higher APC, the higher mean scaled score gain, and the APC was even more crucial if the amount of reading was small.
AUTHORS: Keith J. Topping, PhD.
Report available online
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