WWC review of this study

Effects of the Accelerated Reader on reading performance of third, fourth, and fifth-grade students in one western Oregon elementary school (Doctoral dissertation).

Bullock, J. C. (2005). Available from ProQuest Dissertations and Theses database. (UMI No. 3181085)

  • Randomized Controlled Trial
     examining 
    45
     Students
    , grades
    3-5
No statistically significant positive
findings
Meets WWC standards without reservations

Reviewed: June 2016

Comprehension outcomes—Substantively important negative effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
index

STAR Reading Test

Accelerated Reader vs. Business as usual

10 Weeks

Grade 3;
32 students

412.4

462.3

No

-11
 
 
Reading fluency outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
index

Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Oral Reading Fluency subtest

Accelerated Reader vs. Business as usual

10 Weeks

Grade 3;
32 students

116.3

112.8

No

--

Characteristics of study sample as reported by study author.


  • 60% Free or reduced price lunch

  • Female: 62%
    Male: 38%
  • Race
    Not specified
    5%
    White
    91%
  • Ethnicity
    Hispanic
    4%
    Not Hispanic
    96%
    • B
    • A
    • C
    • D
    • E
    • F
    • G
    • I
    • H
    • J
    • K
    • L
    • P
    • M
    • N
    • O
    • Q
    • R
    • S
    • V
    • U
    • T
    • W
    • X
    • Z
    • Y
    • a
    • h
    • i
    • b
    • d
    • e
    • f
    • c
    • g
    • j
    • k
    • l
    • m
    • n
    • o
    • p
    • q
    • r
    • s
    • t
    • u
    • x
    • w
    • y

    Oregon

Setting

The study was conducted in one elementary school in Lane County, Oregon.

Study sample

The Accelerated Reader group consisted of 11 female and five male students, while the business-as-usual comparison group consisted of nine female and seven male students. At the time of the study, the participating elementary school had approximately 325 students. The school population was approximately 91% White, 5% other race/ethnicity, and 4% Hispanic. A majority (60.5%) of the overall school population were eligible for free or reduced-price lunch.

Intervention Group

Students in the intervention group used Accelerated Reader over a 10-week period. They were provided with a minimum of 90 minutes per week of independent reading during class time and required to visit a library for 30 minutes per week. They also had access to Accelerated Reader books that were within their reading level and took Accelerated Reader quizzes on each book. The Accelerated Reader intervention was used to supplement a standard core reading curriculum; however, the author did not identify which core curriculum was used.

Comparison Group

In addition to using the same core reading curriculum as the intervention group, students in the comparison group spent at least 90 minutes a week over a 10-week period reading independently and were required to visit a library for 30 minutes per week. However, they were free to choose any book available in the school library and did not use Accelerated Reader software. Comparison group students were asked to keep track of the books they read.

Support for implementation

No information is provided about any special training or support for implementation offered to these teachers. Reading classes for the intervention and comparison groups were taught by the school’s regular teachers.

No statistically significant positive
findings
Meets WWC standards without reservations

Reviewed: August 2010

Comprehension outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
index

STAR test

Accelerated Reader vs. Business as usual

10 week posttest

Grade 5;
37 students

564

510.4

No

--
More Outcomes

STAR test

Accelerated Reader vs. Business as usual

10 week posttest

Grade 4;
45 students

472

473.6

No

--

4J Vocabulary

Accelerated Reader vs. Business as usual

10 week posttest

Grade 4;
42 students

63.5

64.1

No

--
Reading fluency outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
index

Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Oral Reading Fluency subtest

Accelerated Reader vs. Business as usual

10 week posttest

Grade 4;
45 students

132.7

119.3

No

 
 
13
More Outcomes

Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Oral Reading Fluency subtest

Accelerated Reader vs. Business as usual

10 week posttest

Grade 5;
37 students

135.6

134.6

No

--

Characteristics of study sample as reported by study author.


  • 61% Free or reduced price lunch

  • Female: 49%
    Male: 51%
  • Race
    Black
    2%
    Native American
    1%
    White
    91%
  • Ethnicity
    Hispanic
    4%
    Not Hispanic
    96%
    • B
    • A
    • C
    • D
    • E
    • F
    • G
    • I
    • H
    • J
    • K
    • L
    • P
    • M
    • N
    • O
    • Q
    • R
    • S
    • V
    • U
    • T
    • W
    • X
    • Z
    • Y
    • a
    • h
    • i
    • b
    • d
    • e
    • f
    • c
    • g
    • j
    • k
    • l
    • m
    • n
    • o
    • p
    • q
    • r
    • s
    • t
    • u
    • x
    • w
    • y

    Oregon

Setting

The study took place in one elementary school near Eugene in western Oregon.

Study sample

The study examined students in grades 3 to 5. For this review, the WWC analysis focused on fourth and fifth graders, as specified in the Adolescent Literacy review protocol. Ninety-one percent of the students in the study school were white, and 61% qualified for free or reduced-price lunch. The fourth-grade sample included 45 students from two classrooms, and the fifth-grade sample included 37 students from two classrooms. Within each classroom, students were rank ordered by baseline reading fluency scores and were divided into two groups based on whether their rank was an odd or even number. A coin flip decided the assignment of each group to intervention or control status. There was no attrition of students or classrooms between pretest and posttest.

Intervention Group

Students in the intervention group participated in the Accelerated Reader™ program over a 10-week period. These students were provided with a minimum of 90 minutes per week of independent reading time during class and were required to visit the library and check out a minimum of one book a week. Books had to be drawn from the subset of library books for which Accelerated Reader™ quizzes were available. When they finished a book, students completed a brief, computerized, multiple-choice quiz on the book’s content and received points based on the level of the book read and the number of questions answered correctly. During the weekly library visit, intervention teachers and the library specialist verified that intervention students had access to appropriate Accelerated Reader™ books.

Comparison Group

The control condition relied on the business-as-usual reading program throughout the 10 week study, without the addition of Accelerated Reader™. As was the case for the intervention group, students in the control group were provided with a minimum of 90 minutes per week of independent reading time during class and 30 minutes per week of library time. Control students were asked to keep track of the books they read.

Outcome descriptions

For both the pre- and posttest, students took the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Oral Reading Fluency subtest; the Standardized Test and Assessment in Reading (STAR); and the 4J Vocabulary assessment. For a more detailed description of these outcome measures, see Appendices A2.1–A2.2.

Support for implementation

The author does not describe the training provided to study teachers.

 

Your export should download shortly as a zip archive.

This download will include data files for study and findings review data and a data dictionary.

Connect With the WWC

loading
back to top