Computerized Self-Assessment of Reading Comprehension with the Accelerated Reader: Action Research.

Vollands, Stacy R.; Topping, Keith J.; Evans, Ryka M.

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Peer reviewed

ERIC Number: EJ598902

Record Type: Journal

Publication Date: 1999

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-1057-3569

EISSN: N/A

Computerized Self-Assessment of Reading Comprehension with the Accelerated Reader: Action Research.

Vollands, Stacy R.; Topping, Keith J.; Evans, Ryka M.

Reading and Writing Quarterly: Overcoming Learning Difficulties, v15 n3 p197-211 Jul-Sep 1999

A quasi-experimental action research evaluated a program for computerized self-assessment of reading comprehension (The Accelerated Reader) in two schools in severely socio-economically disadvantaged areas. Finds the program, even when less than fully implemented, yielded gains in reading achievement superior to gains from regular classroom teaching and an alternative intensive method, as well as significant improvement in girls' reading attitudes. (RS)

Descriptors: Action Research, Computer Assisted Instruction, Elementary Education, Instructional Effectiveness, Low Income, Reading Achievement, Reading Comprehension, Reading Improvement, Reading Research, Self Evaluation (Individuals), Sex Differences

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards

WWC Study Page: http://ies.ed.gov/ncee/wwc/study/64695

IES Cited: ED511267