Schools around the world use online programs like Accelerated Reader and Reading Counts to improve students’ reading comprehension of real books, but how can such software be used most effectively? In this unique resource, researcher Keith Topping analyzes independent research studies and brings you best practices on quality implementation to enhance effectiveness. He explains the evidence base for the programs in a comprehensible way and addresses many common questions, such as "Does it work?," "How should it be implemented to make it work?," and "Is it cheaper and more efficient in teacher time than what we were doing before?" He also discusses best practices for using the assessment data, for tailoring implementation in elementary vs. high schools, and for working with disadvantaged students. Appropriate for teachers, literacy coaches, curriculum leaders, and other stakeholders, the book will provide you with a strong research foundation and easily accessible information to help you fine-tune your understanding of the reading programs and implement them more successfully in your schools and classrooms.
Author(s): Keith James Topping
Publisher: Routledge/Eye on Education
Year: 2022
Language: English
Pages: 226
City: New York
Cover
Half Title
Title Page
Copyright Page
Foreword
Table of Contents
Acknowledgements
Executive Summary
Chapter 1: Introduction
The Aim of This Book
What Are These Programs?
Accelerated Reader
Reading Counts
Similar Programs
Research in the Book
Search Methods
Statistical Analysis
Audience
Structure of the Book
References
Chapter 2: What is Computer Assessment of Reading Comprehension of Real Books?
Accelerated Reader
Goals and Purposes
How Quizzes are Developed
Leveling of Books
Training and Support
What the Program Is Not
Funding
How It Is Used in Schools
Reading Counts
Goals and Purposes
How Quizzes are Developed
Levelling of Books
Training and Support
What the Program Is Not
Funding
How It Is Used in Schools
Chapter Summary
Accelerated Reader
Reading Counts
References
Chapter 3: Disentangling Opinion and Fact
Summary
References
Chapter 4: So, Does It Work?
Research Literature on Accelerated Reader
Reviews
Randomized Controlled Trials
Control Group Studies
Many Schools + Reading Tests
Single School + Reading Tests
Many Schools, No Reading Tests
Single School, No Reading Tests
Research Literature on Reading Counts
New Data on Accelerated Reader
Gender
Quizzes Passed
Average Percent Correct
Engaged Reading Time
Average Book Level
Countries
New Data on Reading Counts
Reading Counts Only
Reading Counts + Other Intervention
Chapter Summary
AR Research Literature
RC Research Literature
AR New Data
RC New Data
References
Chapter 5: How to Implement for Increased Student Success
Research Literature on Accelerated Reader
Research Literature on Reading Counts
Chapter Summary
References
Chapter 6: How Have Schools Done with Implementation?
Research Literature on Accelerated Reader
Reading Volume
Number of Books
Book Difficulty
Reading Ability of Students
Teacher Monitoring of Students
Accuracy of Comprehension (APC)
Average Percent Correct above 85%
Variation in Implementation Quality across Grades
Variation in Implementation Quality Across Gender
Research Literature on Reading Counts
New Data on Accelerated Reader
Quizzes Taken and Quizzes Passed (QP)
Engaged Reading Time
Average Percent Correct
Average Book Level
Star Reading Student Growth Percentile (SGP)
New Data on Reading Counts
Chapter Summary
References
Chapter 7: Increasing Student Achievement in Elementary and High School
Research Literature on Accelerated Reader
Research Literature on Reading Counts
New Data on Accelerated Reader
New Data on Reading Counts
Chapter Summary
References
Chapter 8: Improving Outcomes for Low- and High-Ability Readers
Research Literature on Accelerated Reader
Research Literature on Reading Counts
New Data on Accelerated Reader
New Data on Reading Counts
Chapter Summary
References
Chapter 9: Using Favorite Books as a Major Motivator
Research Literature on Accelerated Reader
Research Literature on Reading Counts
New Data on Accelerated Reader
New Data on Reading Counts
Chapter Summary
References
Chapter 10: Encouraging Careful Reading of Non-Fiction Books
Research Literature on Accelerated Reader
Research Literature on Reading Counts
New Data on Accelerated Reader
New Data on Reading Counts
Chapter Summary
References
Chapter 11: Working Effectively with Spanish-Speaking, Disadvantaged, Disabled or EFL Students
Research Literature on Accelerated Reader
Disadvantaged
Disability
English as a Foreign Language
Race/Ethnicity
School Location
Research Literature on Reading Counts
New Data on Accelerated Reader
Disadvantage
Race/Ethnicity
English as a Second Language
School Location
Spanish Books and Quizzes
New Data on Reading Counts
Chapter Summary
References
Chapter 12: Electronic Reading and Out-of-School Reading
Research Literature on Accelerated Reader
New Data on Accelerated Reader
Chapter Summary
References
Chapter 13: What Bang for Your Buck? The Importance of Cost-Effectiveness
Accelerated Reader
The USA
The UK and Further Overseas
Comparison with Overall Educational Expenditure
Reading Counts
Chapter Summary
References
Chapter 14: Summary and Conclusions
Summary
Accelerated Reader
Reading Counts
AR Research Literature
RC Research Literature
AR New Data
RC New Data
Implementation
Elementary vs. Secondary Schools
Low- vs. High-Ability Readers
Favorite Books
Fiction vs. Non-fiction Reading
Social Disadvantage
Electronic Reading
Cost-effectiveness
Conclusions
References
Appendix A: Implementation Quality Checklist
Appendix B: Reports Authored by the Manufacturers
Accelerated Reader
In-house reports tend to be referred to as “White Papers”
myON
Reading Counts
Read180
Appendix C: How to Use This Book in a Professional Development or Study Group
Subject Index
Author Index
