Computer-Assisted Learning in Elementary Reading: A Randomized Control Trial
3 Catholic Elementary Schools, Chicago Metro Area, Illinois (IL)
DETAILS: Location: Chicago, Illinois; Design: Independent, experimental; Sample: 344 students and 19 teachers in 3 elementary schools; Measure: Star Reading; Duration: 1 school year.
RESULTS: Teachers in grades one through four at three urban elementary schools were randomly assigned to use Accelerated Reader in their classes or serve in the control group. Students were pre- and posttested with Star Reading. Students in classes using Accelerated Reader experienced significant gains in reading achievement with a large effect size of d = 0.99. When compared to the control group, the Accelerated Reader group outperformed non-Accelerated Reader students at each grade level. As a whole, the Accelerated Reader group experienced significantly higher gains with moderate effect size of d = 0.38.
PLEASE NOTE: the full report: Magnolia Consulting. (2010). A final report for the evaluation of Renaissance's Accelerated Reader program. Charlottesville, VA: Author.
(Email firstname.lastname@example.org to request a copy of the full report from the Renaissance Research Department.)
The citation for the journal article is Shannon, L. C., Styers, M. K., Wilkerson, S. B., & Peery, E. (2015). Computer-assisted learning in elementary reading: A randomized control trial. Computers in the Schools, 32(1), 20-34.
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