Colorado Association of Libraries

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Colorado Association of Libraries

• 2004 Conference
• October 21-24, 2004
• Marriott at the Tech CenterDenver, Colorado
• Considerations for Creating and Maintaining an
• AR (Accelerated Reader) Collection
• The Controversy
• Presenter Lee Ricciardi

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Purpose of Computer-Based Literacy Programs

• Integrate technology into the curriculum
• Differentiate instruction for students
• Accelerated Reader (AR) from Renaissance Learning
• Scholastics Reading Counts!

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What is Accelerated Reader (AR)?

• Originally published by Advantage Learning
  Systems and School Renaissance Institute
• Presently Renaissance Learning, a NYSE company
• Pre-Kindergarten through Grade 12 Reading
  Software
• Purpose Creating better readers by interacting
  with computers
• Advisory Board of four educational psychologists
  two classroom teachers one reading specialist
  one librarian six school administrators one
  educational consultant and one test developer

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What is STAR?

• AR program starts with STAR
• STAR is the Standardized Test for Achievement of
  Reading
• Computer adaptive, norm-referenced reading test
• Students choose best word to complete a sentence
• Software delivers the next question
• Instructors can then access testing results that
  diagnose reading ability and courses of
  improvement
• Generates a grade-equivalent score that can be
  used to give a current approximation of a
  students zone of proximal development

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Disadvantages of STAR

• STAR does not incorporate oral reading
  comprehension
• STAR does not consider teacher observations
• STAR does not consider reading behaviors of
  students

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Defining the Zone of Proximal Development

• The ZPD (zone of proximal development) is the
  range of book readability levels suitable for a
  student, based on his or her responses to a set
  number of vocabulary words
• Based on Russian educational psychologist Lev
  Vygotsky's (1986) work
• Vygotsky defined ZPD as a dynamic continuum of
  independent and assisted activities
• Vygotsky refuted the idea that testing determines
  what a child is capable of doing because it
  measures only independent performance

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Determining Readability

• AR determines readability levels of trade books
  by using an automated Flesch-Kincaid Reading
  Index

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Evaluating Comprehension

• Comprehension studies show that interest in the
  reading material has a positive impact on
  comprehension
• Students with a high interest in a topic are able
  to read more difficult material than an
  assessment would otherwise indicate
• Conversely, students with little interest in a
  topic will demonstrate low comprehension

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Evaluating Comprehension 2

• AR determines comprehension by a
  computer-generated multiple choice test
• AR does not consider written responses, extension
  activities, or repeated interaction with the text
• No text-to-text or text-to-self connections are
  required of students using AR

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ARs Plan for Reader Development

• Beginning readers are read to
• Developing readers are read with
• Eventually, students become independent readers
• Achievement at higher rates is achieved when the
  free reading time is combined with direct
  instruction and reading extension activities

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Motivation Theory and Reading

• AR focuses on external motivation that is
  strengthened by the reward and competitive point
  system
• The companys literature refers tot pizza
  lunches, skating parties, AR stores to shop for
  rewards, recognition buttons, and other
  behavior-related privileges
• Skinnerian approach poses a threat of extrinsic
  motivation once the rewards are withdrawn
• Satiation is risked once AR is perpetuated year
  in and year out

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Motivation Theory and Reading -- 2

• Research shows that extrinsic reward methods
  counter indicate AR methods
• Students who are motivated by competition also
  show a high degree of reading avoidance,
  particularly outside of school
• Reduces internal motivators to read
• AR discourages teachers praise when effort is
  not significant, i.e., not earning enough AR
  points
• Points are calculated by the number of words in a
  books and the students test performance

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Motivation Theory and Reading -- 3

• The low-ability student who is working very hard
  will not achieve a point score equivalent to his
  or her counterpart
• Without acknowledging effort, it is easy to see
  why discouragement and reading avoidance become
  prevalent

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ARs Role of the Teacher

• Models reading behavior
• Provides motivation so that each student is
  reading appropriate books within his or her ZPD
• Provides guidance for book selection
• Maintains record keeping status of individual
  students and class

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The Role of the Teacher-Librarian

• Generates and distributes copies of AR reading
  lists for specific grade levels
• Reader adviser roles diminishes with little room
  for selecting or evaluating
• AR becomes a selection tool if a book has a
  test, then it should be added to the shelves
• Separation of color-coded dots that coincide with
  reading-level groups

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Role of the Teacher-Librarian 2

• Diminishes discussions with students regarding
  theme, underlying messages, character
  development, or symbolism
• No evidence of higher-level thinking skills being
  developed
• AR has achieved reported success in circulation
  statistics
• Will these students become lifelong learners who
  are able to select materials for no other reason
  than a tangible reward or for the points that are
  listed on the spine?

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The Argument Against Accelerated Reader

• Minimizes the instruction role of the teacher
• Little mention of teacher providing direct
  instruction in reading strategies as is done in a
  balanced-literacy program
• Does not promote the use of literature circles or
  engaging students in reading extension activities
• Students denied access to books outside their
  range or designated levels
• Monies go to purchase of STAR and the AR CD-ROMs
  for network systems

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The Argument Against Accelerated Reader 2

• Absence of well-designed and supportive research
  (Chenoweth, 2001)
• AR does not review books for age-appropriateness
  or objectionable context (Ishizuka, 2002)
• Books are rated only by reading level
• Although participating schools read more books,
  once the program was over, they read no more
  books than before (Pavonetti, Brimmer and
  Cipielewski, 2002)

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The Argument Against Accelerated Reader 3

• Educators want a quick and dirty solution to the
  reading problem. They believe this can be
  accomplished with computer technology instead of
  making sure their teachers are well trained.
  (Moats, National Institute of Child Health and
  Development)
• Leveling is not an exact science it can be
  misleading and discouraging to students.
• Quizzes do not test critical thinking but tests
  the details of a book
• Questionable whether AR improves reading fluency,
  comprehension, or positive attitudes

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Using AR Successful Strategies

• AR used as a supplement to an already-existing
  reading program
• Used as a tool, not a stand-alone system
  (Sanders, 1999)
• Use as a teacher management tool for independent
  reading
• No rewards or formal recognition for passing
  tests
• Requests for more materials at the 0 2.7 levels
• AR increases circulation statistics anywhere from
  25 to as high as 75

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Using AR Successful Strategies

• Teachers can write their own tests
• Successful use with special education and
  remedial reading programs (Anderson, 2001)
• Structure of program provides ranges for students
  who may need this direction (Anderson, 2001)
• Used successfully with Reading Recovery programs
• AR can be used with staff/ professional
  development opportunities

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Using AR Successful Strategies

• De-emphasize the point value (and points earned)
  when selecting a book
• Use the immediate, individualized feedback to
  direct ongoing reading practice
• Use AR Spanish language books and tests
• Make certain individual students reading goals
  include non-AR titles
• Encourage reading for enjoyment
• Match students to books, not to AR levels
• Allow students to read outside their ZPD range
• Link reading with writing