Accelerated Reader Essay

The pre–posttest achievement of students was documented. A word reading test was administered to both kindergarteners and first graders whereas pseudoword decoding and reading comprehension tests were only used for first graders. The results showed that the word reading subtest scores were statistically significant (from pretest to posttest), and the effect

On Wednesday May 19, 2010, I observed Mrs. Kristi Jones 6th grade Language Arts Class at Chase Middle School. Mrs. Jones has her students come into class and sit down and begin their Silent Sustained Reading for the first 15 minutes of class every day. Students have their choice of trade books to read which when they finish they take Accelerated Reader test to earn points. Depending on which language class she has point requirements range from 5 to 15 points per six weeks for students. However, Mrs. Jones told me that she does allow modifications for students qualify for them. She allows them to read

Informal Reading Inventory (IRI) are diagnostic assessment administered individually to evaluate different aspects of students’ reading. After reading the text, students orally are answering the questions following the text. Teachers take into the consideration additional factors,, such as fluency, students’ prior knowledge, and determine students’ reading levels. This information may to choose appropriate reading material for students, to form reading groups, and to plan future reading instruction taking into the considerations students strengths and needs. According to Chall (1983), the greatest value of IRI is to help educators to diagnose the gaps in the abilities of readers who struggle the most. For teachers, who looking for the better way to address students instructional needs of children, who have reading difficulties, IRI is a very valuable diagnostic tool.

(Counselors Affecting Reading Everyday). My plan would involve developing one-on-one counseling sessions where the students would start off by taking a learning style inventory as well as a reading interest inventory. The purpose of the learning style inventory would be to help the students as well as their teachers to understand how each individual child learns and processes information. The reading interest inventory would serve the purpose of helping the students to find a particular type of text that they may enjoy reading. Upon completion of the learning style inventory and reading interest inventory, the students would begin meeting with the counselor to receive one-on-one reading opportunities using books that students self-select based on their interest. This one-on-one meeting will serve to meet the needs of those students who stated that they did not have anyone at home to read with. The students will utilize the school’s Accelerated Reading program to take quizzes on the books they read with the counselor. After earning their first five Accelerated Reading points, a book will be purchased for the student based on their interest. This incentive plan will serve as a means to provide personal books for those students that do not own any as well as attempting to help them to get over the fear or taking reading tests. During these weekly meetings, the counselor will provide a variety of reading text (based on student

In the past years that I’ve been in high school English have been different each year because my level of english changed. I use to be really bad at English class and thought I would never improve but this changed in ninth grade when I was placed in Accelerated English class because I had joined the Avid program. This made me nervous because I thought I would fail Accelerated English quickly but as I was doing work in that class, I found it quite easy and passed it with an A. This made me feel proud because it felt like I had improved but later I became nervous for starting Sophomore year at Borah. The counselor had put me yet again in Accelerated English class, which I thought it would be harder than ninth grade. When I begin doing the work in that class, some things were hard but later on I found it easy and passed it with an A as well. Once it was time to apply for Junior year classes, knowing that they didn't have an Accelerated English class in Junior year and my scores from the last two years of English class inspired

REWARDS stands for READING, EXCELLENCE, WORD, ATTACK, RATE, DEVELOPMENT, and STRATEGIES. The REWARDS reading family of reading and writing (needs reworded somehow, take out the first reading)interventions are specifically designed for adolescent struggling learners. Educators nationwide are raving about the success and results(being seen) with the REWARDS program. It is a short-term intervention that results in long-term literacy achievement. The REWARDS reading program is a research-based and validated reading and writing program. The REWARDS program has 3 components or “steps”. The program family includes REWARDS Multisyllabic Word Reading Strategies Intermediate and Secondary, Rewards Plus Reading Strategies Applied to Social

Teachers routinely monitor and assess the reading levels and progress of individual students. This ongoing evaluation directs and informs instruction.

As part of the greater push at that grade level to introduce kids to a greater depth of books, Mrs. Oak created a game that would award points based on the number and length of books that you read, with a prize being given to the winner at the end of every month (usually candy). Now being the clever nine year old brat that I was, I decided to game the system by quickly flipping through a great number of small children’s books every day. While this did put me ahead on points, I was completely avoiding the entire point of the game. So to Mrs. Oak’s great credit, she decided to limit the number of books I could check out of the school’s library to three per week. With my lead in the literary scoreboard slipping away, I checked out a book that

Fletcher, Jack M.; Francis, David J.; Boudosquie, Amy; Copeland, Kim; Young, Victoria; Kalinowski, Sharon; Vaughn, Sharon (2006). Effects of accommodations on high-stakes testing for students with reading disabilities. Exceptional Children, 72 (2), 136-151.

As a young child, just in the third grade, reading was never a task I enjoyed. This was until the day my elementary school implemented the Accelerated Reading program also known as A.R. This program was used to monitor the practice of reading by having tests in relation to a book or story that would evaluate for a student’s reading comprehension. My elementary school was a low-income school that had a predominantly African-American population that until this point had no initiative to improve a student’s literacy development. Myself growing up attending such a school, it left me with a very low-grade reading level and not a good basis of knowledge of correct English; though that changed. Because of my experience with this program, I gained

The teacher researcher believes that implementing an online reading program called Razkids will help motivate students to complete their nightly reading homework, improve reading comprehension, and increase fluency. The following literature review will provided peer-reviewed sources to help support these beliefs.

My second ah-ha learning moment was found on page 5 of the WebQuest under Task #3 (Basal Readers for Reading Instruction The Reading Textbook). “Accelerated Reader -not really a program, but teachers use to give grades”. Why is this program not really considered a program? I vaguely remember participating in this program, when I was in school. Our program was titled “The Accelerated Reading Program (AR)”. It consisted of students going to the library checking out chapter books to read and being tested over the book. Each test that you take and score an 80 percent or higher, you would receive points toward winning prizes at the end of the school year. There were prizes such as a boombox, CD player, watch, video game system, mini tv, etc.

Children can take more than one of these steps at the same time. This list of steps, though, gives you a general idea of how your child will progress toward reading.” (Helping your child become a reader) While these ideas may seem structured, it is also important to allow children to be creative and use their imagination. Although reading is imperative, too many arrangements and rules can turn a child off and lead to feelings of resentment, anger, and resistance. Reading should be set to the tone and pace of the child.

I was rushing to the library, which was just across the hall, however; there were only enough computers for about two-thirds of the class. Since Accelerated Reader testing was a crucial competition at John W. Wash Elementary School, I had to get a computer. Every quarter, the student with the highest AR points in each grade level were awarded prizes. Everyone, and I mean EVERYONE, wanted to win.

Learning to read is one of the most foundational skills needed for educational success. As children learn to read they develop the ability to decode, interpret, and store information from what they are reading. Reading comprehension allows a child to gain meaning from text and decoding allows a child to process sounds into words. Reading is vital to educational success because it allows a student to learn new information and build upon their prior knowledge. Students who attain reading skills are more likely to achieve academic success while students who have reading difficulties are likely to struggle academically and fall behind their peers. Reading difficulties have been prominent within the US for years. For example, the most recent National Assessment of Educational Progress statistics shows that only about 33% of fourth graders are at or above proficient at reading (National Center for Educational Statistics, 2011). Studies show that the cause of reading difficulties is based primarily on genes, environment, and instructional experience (Vellutino, Fletcher, Snowling, Scanlon, 2004). Students with a language learning disorder have difficulty comprehending spoken and written language thus making it difficult to learn new information. Children with reading disabilities are more likely to struggle during elementary school years as students are asked to think about what they read more critically. Speech language pathologists and teachers can help