9
Computer-Assisted Reading Program
A Self-Paced, Individualized Computer-Assisted Reading Program:
Accelerated Reader and Star Reading
Murtaza Ozdemir
April 2009
William Paterson University – ELCL 625-80
Abstract
Paterson Charter School (PCSST) is a 6-12 charter school located in Paterson, New Jersey. According to 2007-08 NJ ASK statewide achievement test scores released by the NJ Department of Education, PCSST students read below the State averages. As shown in 2007-08 Student Performance Indicators Table (Appendix A), the average of all students in grades 6, 7 and 8 is 40.8% versus state average 60.2%. According to Terra Nova results from 2007-08, the average reading level of the seventh graders was at a fourth grade level, the average of the eighth graders was at a sixth grade level, and the average of the tenth graders was at a ninth grade level. To promote reading and increase reading achievement, PCSST is seeking a grant to implement Accelerated Reader (AR) & Star Reading Test system as it now has achieved international recognition as an award-winning, research-based program. The total cost for this system will be $12, 000.00 which will include necessary hardware and software, training and technical support.
Problem Statement & Purpose
The Accelerated Reader Program, from Renaissance Learning, is a scientifically research-based computerized reading management software. Accelerated Reader helps teachers closely monitor several types of reading practice recommended by the National Reading Panel (National Institute of Child Health and Human Development, 2000), including reading aloud, paired reading, and independent reading. (Renaissance Learning, Understanding Reliability and Validity, p1). Accelerated Reader and Star Reading Test supports NJDOE Ed Tech Plan Goals:
GOAL 1
All students will be prepared to excel in the community, work place and in our global society using 21st century skills.
1.1 Educational technology will be infused across all curricular areas aligned with both the most recent version of the New Jersey Core Curriculum Content Standards (NJAC 6A:8-3.1) and the International Society for Technology in Education (ISTE) National Educational Technology Standards, and focused on student centered, problem-based, real-world curricula to attain 21st century skills.
1.4 Technology will be used to pursue academic excellence for every student by supporting instruction that is within and beyond the school walls.
1.5 All students and learning communities will have ubiquitous, equitable and barrier free access to on-line resources and other distance learning technologies.
• GOAL 3: Educational technology will be accessible by students, teachers and administrators and utilized for instructional and administrative purposes in all learning environments, including classrooms, library media centers, and other educational settings such as community centers and libraries.
3.3 All school districts will provide access to the Internet and multimedia content in all learning environments that supports a student-to- multimedia device ratio that equals 4:1 with an ultimate goal of providing one to one access for students and staff for anywhere/anytime learning.
3.4 All districts, schools and classrooms will be connected to high- speed voice, video and data networks in all learning environments.
2. Accelerated Reader and Star Reading Test supports NETS performance indicators for teachers
•Facilitate and Inspire Student Learning and Creativity
•Design and Develop Digital-Age Learning Experiences and Assessment
3. Accelerated Reader and Star Reading Test supports NETS performance indicators for students
•Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.
•Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
There are three main steps to Accelerated Reader:
1. The student reads a library or textbook selection.
2. The student takes an Accelerated Reader quiz on a computer, which assesses the student’s comprehension of key elements of the book’s content. Accelerated Reader immediately scores the quiz, manages all record-keeping tasks, and generates detailed reports describing student performance and progress toward goals.
3. Teachers (as well as administrators and parents) can use the reports to guide instruction, monitor the student’s independent reading, and help the student select appropriate reading materials (Renaissance Learning, Understanding Reliability and Validity, p1).
Background Information
In order to improve reading achievement, PCSST students at all grade levels need extensive reading practice. However, reading practice that is neither guided nor monitored is not effective; Accelerated Reader helps teachers guide and monitor reading practice. (Renaissance Learning, Understanding Reliability and Validity, p13)
In Accelerated Reader, level of success in reading practice is measured by percent correct on AR Reading Practice Quizzes. Validated by Topping and Sanders (2000), AR best classroom practices recommend that students average 85 percent correct or higher on their AR Reading Practice Quizzes (Renaissance Learning, Report, p1). The amount of reading practice students receive is highly correlated to reading achievement gains (Anderson, 1996). Research has shown that it is not just the amount of time that is allocated to an activity that predicts student achievement. Rather, it is the amount of time in which a student is successfully engaged in activities related to valued educational outcomes (Berliner, 1990; Fisher et al., 1980).
Two randomized experiments evaluated the effectiveness of the Reading Assessment program (Nunnery, Ross, & McDonald, 2006; Ross, Nunnery, & Goldfeder, 2004). The first experiment involving 1,665 Memphis students (a district where 71 percent of all students are eligible for free/reduced price lunch) found an average effect size of 0.270 SD per grade in grades K through 6 on the STAR Reading test, over a 9-month school year (Ross et al., 2004). Using HLM, the second experiment involving 978 students (89.9% African American and 83% eligible for free/reduced price lunch) found an average effect size of 0.175 SD per grade in grades 3 through 6 on the STAR Reading test and the STAR Early Literacy test over a 9-month school year (Nunnery et al., 2006).
Needs Assessment
Current Status: The current status of technology in PCSST can be described as follows:
• Internet in the building is at Cable level.
• 100% of the staff is trained in Internet use.
• Internet access is filtered with a quality content filter.
• The library has five computers connected to the Internet.
• Approximately 42 computers are available in the computer labs for student use.
• All computers are connected in a Local Area Network.
Items Needed As A Result Of Recent Needs Assessments Equipment:
• Five additional networked computers for Library to be solely used for Accelerated Reader
• Accelerated reader & STAR Reading Enterprise Edition
• Accelerated Reader Books (2000 books)
• Professional Development for all new equipment and software
• Full-time Building Technology Assistant for technology support.
Action Plan
Accelerated Reader & STAR Reading Implementation Plan: The grant proposal will be submitted for review. Upon approval, Accelerated Reader and Star Reading Test software package will be purchased. The program will not be installed on PCSST computers but be hosted on Renaissance Place servers and will be accessible online. It’s critical to have the proper training for the success of this project and the necessary training for the proper implementation of the program is included in the package and will be given through webinars and workshops. Then PCSST students will start using the system. The program will be used for seven months and evaluated at the end of the year.
Implementation Plan/Activities / Responsible Position / TimelineAccelerated Reader will be purchased / Business Administration / By September 10, 2009
All school computers will be equipped with Accelerated Reader access. / Technology Coordinator / By September 15, 2009
All school faculty and tech people will attend online webinars by Renisance Learning / All LA teachers and Technology Coordinator / By September 30, 2009
Training for Teachers on use of Accelerated Reader Program / Technology Coordinator,
Renaissance Learning Rep. / By October 5, 2009
Teachers and Students will start using the system / School Administration, Librarian, LA Dep. / By October 12, 2009
The system will be monitored and all records will be regularly reported to School Administration / Technology Coordinator, Librarian, LA Dep. / October 12, 2009 – May 11, 2010
The system will be evaluated using questionnaires, surveys and cumulated records / Technology Coordinator, Librarian, LA Dep. / May 17, 2010-May 31, 2010
Budget
- 5 additional desktop computers for library: $6,000.00
- Accelerated reader & STAR Reading Enterprise: $4,000.00
- Accelerated Reader Books: $2,000.00
TOTAL: $12,000.00
Evaluation
To find out what the teachers know about the Accelerated Reader and Star Reading, how the system is being used in classrooms and whether or not these programs have an affect on student growth an evaluation will be conducted. For this purpose, all LA teachers will be surveyed and interviewed. The purpose of this evaluation is to determine what the teachers know about these programs, how they are being used in classrooms,
Summary
Renaissance Learning provides a user-friendly method to track students’ reading and comprehension. Its interactivity motivates children and it can be used for children of all levels. It requires minimal training for use. Teachers can create their own quizzes for books that schools already own. Reports can provide information on student progress therefore produces information that helps teachers in planning. The Home-Connect part of the system keeps parents up-to-date on child's progress. Since all records are kept in a central server, information on each student can be followed through all grades.
Appendix A
New Jersey Assessment of Skills and Knowledge (NJASK6)**
LANGUAGE ARTS LITERACY / Year / Number
Tested / Proficiency Percentages
Partial / Proficient / Advanced
All Students
/ School / 2007-08 / 83 / 71.1% / 28.9% / 0%
State / 2007-08 / 101824 / 42.7% / 54.9% / 2.4%
New Jersey Assessment of Skills and Knowledge (NJASK7)**
LANGUAGE ARTS LITERACY / Year / Number
Tested / Proficiency Percentages
Partial / Proficient / Advanced
All Students / School / 2007-08 / 84 / 58.3% / 40.5% / 1.2%
State / 2007-08 / 103587 / 29.4% / 55.8% / 14.7%
New Jersey Assessment of Skills and Knowledge (NJASK8)**
LANGUAGE ARTS LITERACY / Year / Number
Tested / Proficiency Percentages
Partial / Proficient / Advanced
All Students / School / 2007-08 / 83 / 47% / 53% / 0%
State / 2007-08 / 103900 / 18.6% / 69.9% / 11.5%
Source: http://education.state.nj.us/rc/
Appendix B
Interview Questions:
1 - How the Accelerated Reader & Star Reading Test are being used in classrooms?
2. Do you have a guideline to use and award the points that accumulate from the Accelerated Reader quizzes?
3 - Is there a correlation between Star Reader scores and NJ State Tests/and or Terra Nova scores in reading?
4- Is there a difference in NJ State Tests/and or Terra Nova reading scores for students in classrooms where the Accelerated Reader is used and where it isn't used?
Survey Questionnaire
Please circle the number that best represents your answer for each statement below.
all
(1) / (2) / some extent
(3) / (4) / great deal
(5)
1. I received proper training on the Accelerated Reader & Star Reading.
2. I am familiar with all of the reports available in the Accelerated Reader.
3. I feel comfortable using the Accelerated Reader Management Software.
4. My students know how they can acquire AR points and the guideline to awards for AR points.
References
Anderson, R.C. Research Foundations to Support Wide Reading. Publication of the Center for
the Study of Reading, Technical Report no. 631. Illinois: University of Illinois at Urbana-
Champaign, 1996.
Fisher, C.W., D.C. Berliner, N.N. Fully, R.S. Marliave, L.S. Cahen, & M. M. Dishaw. “Teaching
Behaviors, Academic Learning Time and Student Achievement: An Overview.” In Time To
Learn, edited by C. Denham & A. Lieberman, 7–32. Washington, DC: National Institute of
Education, 1980.
Nunnery, J. A., Ross, S. M., & McDonald, A. (2006). A randomized experimental evaluation of the impact of Accelerated Reader/Reading Renaissance implementation on reading achievement in grades 3 to 6. Journal of Education for Students Placed At Risk, 11(1), 1–18. Peak, J. P., & Dewalt, M.
Paul, T.D. Guided Independent Reading: An Examination of the Reading Practice Database and
the Scientific Research Supporting Guided Independent Reading As Implemented in Reading
Renaissance. Madison, WI: Renaissance Learning, 2003.
Renaissance Learning (n.d.). Understanding Reliability and Validity. Retrieved April 14, 2003, from http://research.renlearn.com/research/pdfs/212.pdf
Renaissance Learning (n.d.). Report. Retrieved April 14, 2003, from http://research.renlearn.com/research/pdfs/162.pdf