Accelerated Reader: An In-Depth Review of Its Impact on Learning
The Accelerated Reader (AR) program, a product of Renaissance Learning, is a widely used reading management program in schools. It aims to motivate students to read independently and monitor their comprehension through quizzes. While AR boasts a significant presence in schools, its effectiveness and impact on students' reading habits and attitudes have been a subject of ongoing debate. This article delves into a comprehensive review of the AR program, examining its features, benefits, and potential drawbacks, drawing upon research, teacher and parent perspectives, and student experiences.
What is Accelerated Reader?
Accelerated Reader operates on a simple premise: students choose books at their reading level, read them independently, and then take short quizzes to assess their understanding. The STAR test, a computer-based assessment, determines a student's reading level and suggests a Zone of Proximal Development (ZPD) - a range of book difficulty that is challenging yet manageable. AR assigns each book a readability level (ATOS) and provides conversion scales to other readability formulas like the Degrees of Reading Power (DRP) and the Lexile Framework.
The Quizzes
AR quizzes are administered on computers, typically under supervision. The Reading Practice Quizzes consist of 3-20 multiple-choice questions, primarily focused on recall of information. Students generally need to score 80% or higher to pass and earn points for their reading. Renaissance Learning also offers quizzes on textbooks, supplemental materials, and magazines, including publications like Time for Kids, Cobblestone, and Kids Discover.
The Point System
Students earn points based on the length and difficulty of the books they read and the scores they achieve on the quizzes. These points are often used to track progress and, in some cases, to reward students for their reading efforts.
Arguments Against Accelerated Reader: The 18 Reasons
Despite its popularity, Accelerated Reader faces criticism from educators, parents, and students. These concerns revolve around its potential to limit reading choices, undermine intrinsic motivation, and promote superficial understanding.
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Limited Reading Selection: AR tends to restrict students' reading choices to books within its database. Teachers may limit students to AR selections to maintain accountability, even though Renaissance Learning emphasizes free choice. This can prevent students from exploring books not commercially popular or on major book lists.
Narrow Band of Readability: AR can limit reading selection to a narrow band of readability, potentially discouraging students from exploring more challenging or diverse texts.
Discrimination Against Small Publishers and Less Popular Authors: The program favors books with available quizzes, disadvantaging smaller publishing houses and lesser-known authors. This raises concerns about a private company influencing children's reading materials. While teachers can create custom quizzes, the time investment is often a barrier.
Inappropriate Book Selection: Students may choose books based on point value or cover appeal rather than content appropriateness. A student might "read" books with mature themes simply to earn more points, even if the material is not suitable for their age or maturity level.
Working the System: Some students focus on earning points rather than enjoying reading. They may choose easier books or those with higher point values, even if they are below their actual reading level.
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Extrinsic vs. Intrinsic Rewards: AR replaces the intrinsic rewards of reading with extrinsic rewards. Rewarding an intrinsically pleasant activity can send the message that the activity is not pleasant, and that nobody would do it without a bribe. While Renaissance Learning may not endorse prizes, the point system is rewards-based.
Competitiveness: AR can foster competition among students and teachers, pushing students to read books at their frustrational reading levels without adequate support. This competitiveness can lead to negative feelings or ostracism.
Turning Students Off to Reading: Countless posts on blogs point to the negative impact of this program on future reading. Some studies suggest that students read less after exiting an AR program compared to non-AR students. For example, use of Accelerated Reader may in some cases adversely affect students’ reading attitudes and their perceptions of their reading skills, particularly among low readers.
Cheating: AR can encourage students to cheat by skimming books, reading summaries, sharing answers, watching movies based on the books, or using online cheat sites. The focus shifts from understanding the material to simply passing the quiz.
Supplanting Reading Instruction: Teachers may rely on AR as a substitute for direct reading instruction. However, AR tests reading; it does not teach reading. The AR tests quiz students; the tests do not teach students.
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Focus on Trivia: AR trains students to memorize facts and trivia rather than engage in higher-order thinking. The emphasis is on recalling information to pass the quizzes, rather than making inferences, connections, or interpretations.
Time Consumption: The AR program takes up significant instructional time and teacher prep time. The AR management system is extensive and time-consuming.
Reading as an Isolated Task: With each student reading a different book, the social nature of reading is minimized. The focus on individual-only reading with AR results in fewer literature circles with small groups.
The Economic Angle
From an economic standpoint, AR's simplicity is appealing. It represents a straightforward solution for schools seeking to manage and track student reading. For Renaissance Learning, AR is a successful product. However, this success has led to concerns about its monopolistic influence on library collections, computer labs, and school budgets.
Alternatives and Competitors
While AR dominates the market, alternative reading programs exist. Houghton Mifflin Harcourt's (HMH) Reading Counts! is a notable competitor. As of January 2024, AR had approximately 220,000 books with quizzes, while HMH had around 43,000.
The Importance of Balanced Implementation
Many criticisms of AR stem from its misuse or overreliance on the program. Teachers play a crucial role in mitigating the potential drawbacks by:
- Encouraging a wide range of reading materials beyond the AR database.
- Emphasizing comprehension and critical thinking over rote memorization.
- Using AR as a supplementary tool, not a replacement for direct instruction.
- Minimizing the focus on points and rewards.
- Promoting a love of reading for its own sake.
Recent Developments at Accelerate Learning
Accelerate Learning, the company behind AR, has been expanding its offerings beyond reading programs.
- STEMscopes Math and Math Nation: These math programs have received high ratings from EdReports, praised for their focus, rigor, usability, and alignment.
- Kide Science Acquisition: Accelerate Learning acquired Kide Science, a company specializing in play-based STEM lessons for young children.
- ALTER-Math Research Project: A collaboration with the Lastinger Center, this project uses AI to enhance math learning.
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