An examination of the relationship of Accelerated Reader implementation, secondary reading programs, and TAKS reading pass rates for ninth grade students in selected Central Texas school districts.

Williamson, Amy M.

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dc.contributor	Conaway, Betty J.
dc.contributor	Baylor University. Dept. of Curriculum and Instruction.
dc.contributor	Curriculum and Instruction.
dc.creator	Williamson, Amy M.
dc.date	2008-06-09T11:41:04Z
dc.date	2008-06-09T11:41:04Z
dc.date	2008-05
dc.date	2008-06-09T11:41:04Z
dc.date.accessioned	2022-05-18T12:29:02Z
dc.date.available	2022-05-18T12:29:02Z
dc.identifier	http://hdl.handle.net/2104/5152
dc.identifier.uri	http://localhost:8080/xmlui/handle/CUHPOERS/31715
dc.description	Includes bibliographical reference (p. 134-141).
dc.description	Accelerated Reader (AR) is a reading management program designed by Advantage Learning Systems, Inc. to increase students’ reading motivation and to increase reading comprehension skills. The AR program is based on the premise that students will take a test to determine their reading level, read books on their designated level, and then take quizzes on the books they have read. Students are awarded points for good quiz grades and may then cash in points for rewards. This research studied ten ninth grade student populations of 175 or less. Five of the schools in the study implemented the AR program, and five did not. Schools that used the AR program were closely matched with schools that did not use AR based on ninth grade student population, demographics, and socioeconomic status. Ninth grade Reading TAKS pass rates were compared between schools using AR and those who did not. A Wilcoxon Rank Sum test indicated that the AR program did not make a difference in Reading TAKS scores. Campus representatives from each of the ten schools chosen for the study were interviewed about the school’s ninth grade reading program. Questions were asked about additional reading instruction for struggling readers, content area reading emphasis, English classroom reading strategies, and incentives for extra reading. No specific strategy or program emerged as key in raising reading achievement on the Reading TAKS test.
dc.description	by Amy M. Williamson.
dc.description	Ed.D.
dc.format	vii, 141 p. : ill.
dc.format	5329372 bytes
dc.format	156765 bytes
dc.format	application/pdf
dc.format	application/pdf
dc.format	application/pdf
dc.format	application/pdf
dc.language	en_US
dc.rights	Baylor University theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact librarywebmaster@baylor.edu for inquiries about permission.
dc.rights	Worldwide access
dc.subject	Reading (Secondary) -- Ability testing --- Texas.
dc.subject	Reading (Secondary) -- Computer-assisted instruction.
dc.subject	Reading (Secondary) --- Texas.
dc.subject	Texas Assessment of Knowledge and Skills.
dc.subject	Accelerated reader.
dc.title	An examination of the relationship of Accelerated Reader implementation, secondary reading programs, and TAKS reading pass rates for ninth grade students in selected Central Texas school districts.
dc.type	Thesis