The Influence of Accelerated Reader on the Affective Literacy Orientations of Intermediate Grade Students

Authors

Marla H. Mallette, Southern Illinois University CarbondaleFollow
Bill Henk, Marquette UniversityFollow
Steven A. Melnick, Pennsylvania State UniversityFollow

Document Type

Article

Language

eng

Format of Original

12 p.

Publication Date

3-2004

Publisher

SAGE Publications

Source Publication

Journal of Literacy Research

Source ISSN

1086-296X

Abstract

Although the highly popular Accelerated Reader (AR) book reading incentive program claims to motivate children of all reading ability levels, very little independent empirical research has examined this assertion. To help fill this void, we used two related three-factor mixed designs with Method (AR vs. Control), Gender, and either Grade Level(fourth vs. fifth) or Reading Ability (high vs. low) to explore AR’s influence on the reading attitudes and self-perceptions of children in two comparable school districts. The analyses indicate that AR positively influenced academic reading attitudes, but not recreational ones, and that it negatively influenced two types of self-perceptions in low achieving male readers. These findings and others of consequence are discussed along with implications for future research.

Comments

Accepted version. Journal of Literacy Research, Vol. 36, No. 1 (March 2004): 73-84. DOI. © 2004 SAGE Publications. Used with permission.

Bill Henk was affiliated with the Southern Illinois University - Carbondale at the time of publication.

Recommended Citation

Mallette, Marla H.; Henk, Bill; and Melnick, Steven A., "The Influence of Accelerated Reader on the Affective Literacy Orientations of Intermediate Grade Students" (2004). College of Education Faculty Research and Publications. 13.
https://epublications.marquette.edu/edu_fac/13