Date of Award

7-1999

Degree Type

Thesis

Degree Name

Education (M.Ed.)

Department

College of Education

Abstract

The purpose of this study was to determine if increased independent reading practice, as verified by 50 or more Accelerated Reader points, would significantly improve standardized reading scores. The reading practice and assessment performance of 60 first, second, and third grade students was monitored for eight months. The students were pre-tested and post-tested using the Standardized Test for the Assessment of Reading (S.T.A.R.). Descriptive statistics were used to determine if a significant difference existed between the overall mean scores of the high reading practice group who earned 50 or more Accelerated Reader points, versus the low reading practice group who earned less than 20 Accelerated Reader points. Under the conditions of this experiment, the students who earned 50 or more Accelerated Reader points, did show significantly greater achievement gains than the low reading practice group. Therefore, it was concluded that significantly increased reading practice does yield increased student reading proficiency verifying that the Accelerated Reader program does work.

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