Accelerated Reader: a study of the effects on reading comprehension and attitudes in the fifth grade

The purpose of this study was to determine if fifth graders, using the Accelerated Reader, a computer-based reading motivation and management program, will demonstrate an increase in reading comprehension scores as tested by their performance in a pre and posttest using the reading comprehension portion of the Metropolitan Achievement Tests. This study will also measure any increase in favorable reading attitudes as measured by a pre and posttest using the Elementary Reading Attitude Survey by McKenna and Kear. Two classes were selected from the fifth grade at D\u27Ippolito Intermediate School in Vineland, New Jersey to participate in this study. Both classes were similar in composilion with regard to gender, race/ethnic background and academic ability. The reading comprehension section of the Metropolitan Achievement Tests and the Elementary Reading Attitude Survey were administered. Both classes then received reading Instruction using Harcourt Brace Jovanovich\u27s Reading Series. The experimental group also participated in the Accelerated Reader, a computer based reading management program. Posttests were given to both groups and the results were analyzed. The results supported the null hypothesis that there would be no significant difference in the scores of students who used the Accelerated Reader as measured by the reading comprehension section on the Metropolitan Achievement Tests. There was, however, an indication that the use of the Accelerated Reader did increase the students\u27 positive attitudes toward reading as measured by the Elementary Reading Attitude Survey and therefore the second null hypothesis was rejected