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Pros And Cons Of Accelerated Readers

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Accelerated Reader Program is in many elementary schools across the United States. AR is a big thing for students in elementary now a day the schools really push their students to read and take the AR tests. In this research paper investigates to see if students exposed to AR in elementary have lasting effect on the students. To see if its really worst spending all that time reading and doing to Accelerated Reader Program. Accelerated Reader has been around since 1986 and is still being use in schools around the world. It is heralded as “the world’s most popular reading management software” (Renaissance Learning, 2002a). Books that are included in the AR program have two numbers on them: reading level and points. Books are given a point value …show more content…

This study is to investigate this clam and to provide some evidence as to whether students exposed to AR in elementary school will be more likely to continue higher level of reading in middle school and above. Using a instruments like the Title Recognition Test, it is possible to determine whether there are differences in the amount of reading done by middle school students who have been exposed to AR compared to the students who have not. If there is a differences between the students than the claim that AR program produces lifelong readers would be …show more content…

school districts. 1,771 students altogether, distributed in 10 different middle schools. Some of the students went to elementary schools that used Accelerated Reader and some did not. The Title Recognition Test was designed as an analog of recognition measures that had previously been used to assess exposure to print in adults (Stanovich & West, 1989) and children (e.g., Allen et al., 1992; Cipielewski & Stanovich, 1992; Cunningham & Stanovich, 1990). These measures employ a signal detection logic whereby subjects must recognize actual target items, real book titles, when they are embedded among foils, phrases that are not book titles. The version used in this investigation consisted of a total of 41 items: 25 actual children’s book titles and 16 foils. Some of these books were part of classroom reading programs, but the emphasis was on books that young adults would choose to read on their

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