Accelerated Reader as a literacy catch-up intervention during primary to secondary school transition phase
multiple sites, Epping, Liverpool, Thornaby, East Sussex, England, United Kingdom
In this experimental study, Siddiqui, Gorard, & See (2016) examined 349 Year 7 students at four secondary schools who had not achieved secure National Curriculum Level 4 in their Key Stage 2 (KS2) results for English. For 20 weeks, students were randomly assigned to either use Accelerated Reader (166 students) or serve in the control group (183 students). The students using Accelerated Reader achieved higher literacy scores on the GL Assessment New Group Reading Test than students not using the program (overall effect size of +0.24). Study results also indicated Accelerated Reader had a positive impact on students eligible for free student meals.
Citation: Gorard, S., Siddiqui, N., & See, B. H. (2015). Accelerated Reader: Evaluation report and executive summary. London, UK: Education Endowment Foundation.
The full report is available online.
The peer-reviewed journal article: Siddiqui, N., Gorard, S., & See, B. H. (2016). Accelerated Reader as a literacy catch-up intervention during primary to secondary school transition phase. Educational Review, 68(2), 139-154. Is available online.
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