The effects of the Accelerated Reader program and sustained silent reading on reading attitudes and reading achievement of eighth-grade students

Teaching students to read and motivating them to want to read should be two goals of every school's reading program. Motivation to read declines as students move from elementary to middle school. The need for social acceptance may influence middle school students to shift their attention to nonacademic activities. As a result, reading for pleasure may take a low priority in their lives. One program designed to enhance student motivation is the Accelerated Reader program. Although previous studies have demonstrated support for the Accelerated Reader program, few independent studies have been conducted.

This study provided research on the effectiveness of the program on reading attitudes and reading achievement among eighth grade students. The study, conducted over 4 months, involved three groups of eighth grade students. The first group contained all six components of the Accelerated Reader program: (a) sustained silent reading, (b) appropriate reading level, (c) free choice of books, (d) reading comprehension tests, (e) earning points, and (f) extrinsic rewards. The second group participated in sustained silent reading but without the appropriate reading level. The third group did not contain any of the six components.

Results showed that reading achievement and reading attitude mean gains were significantly higher for students in the group who participated in the program and sustained silent reading. Students receiving sustained silent reading scored significantly higher in reading achievement and reading attitude than students receiving only regular instruction.

Implementation of the Accelerated Reader program in the school enhances the collaboration process between the school library media specialist and the classroom teacher as they strive to meet the learning needs of the students, both inside and outside the library media center. The program provides an avenue in which the library media specialist can be an important team member in the school's instructional program. Information Power (2000) encourages library media specialists to demonstrate both leadership and support for reading within the schools. Middle school students need motivational programs to encourage them to continue to read. Literature based reading programs such as the computerized Accelerated Reader program effectively combines outstanding literature titles with motivational components.