2. The purpose of my research is to find
out how I can utilize Renaissance
Learning’s Accelerated Reader, to the
fullest extent possible, to improve
student academic success in reading.
3. RESEARCH QUESTIONS
1) What can I do to help promote the Accelerated Reader
program in my class so that it encourages students to read?
2) How can I incorporate AR into my daily classroom
routines?
3) Can successfully integrating AR assist low performing
students reach grade level?
4) What are the best practices of AR?
7. CONTROVERSY
Recall only Intrinsic vs.
Extrinsic
No higher order
thinking skills -Prizes vs. Praises
required
COMPREHENSION REWARDS
8. Improved oral reading fluency of 4 to 20 words
per minute in low performing students.
Estimated Oral Reading Fluency
110
101
98
100
92
88
90
83
79 79
Number of words per minute
80
70 65
59 60
60
50 Pre Test
40 Post Test
30
20
10
0
GA LA PA GC ZK
Students
9. Improved scores of 2 months to 6 months in
reading levels of low performing students.
Grade Equivalent Reading Level
4 3.8
3.6
3.5 3.4
3.3
3.1
3 2.9 2.9
2.5
Grade Equivalent
2.5 2.3 2.3
2
Pre Test
1.5 Post Test
1
0.5
0
GA LA PA GC ZK
Students
11. CREDITS
Staff at Rozet Elementary
Selected students at Rozet Elementary
Renaissance Learning: Advanced Technology for Data Driven Schools. (2011).
Retrieved from http://www.renlearn.com
(2007). Getting Results with Accelerated Reader. United States of American: Renaissance
Persinger, JM (2001). What Are the Characteristics of a Successful Implementation of
Accelerated Reader?. Knowledge Quest (1094-9046), 29(5), p.30.
Institute for Academic Excellence. (1997, November). Toward a balanced approach to reading
motivation. Retrieved from http://www.eric.edgov/PDFS/ED421687.pdf
Biggers, D. (2001). The argument against accelerated reader. Journal of Adolescent & Adult
Literacy, 45(1), 72. Retrieved from EBSCOhost.
Krashen, S. (2002). Accelerated Reader: Does it work? If so, why?. School Libraries in Canda,
22(2), 24. Retrieved from EBSCOhost.
