AR is a reading program used in half of US school districts to encourage daily reading habits. Students take a quiz to determine their reading level and choose books to read and quiz on for points. While AR has been linked to higher test scores, concerns include rewards based on points, limited book choices, and lack of critical analysis. Some teachers support AR while others feel it reduces reading to a points system.
An accelerated reading (AR) program is a program initially developed at the University of Wisconsin and now marketed by Renaissance Software®. The AR program is designed to encourage children to read more frequently and to establish daily reading patterns throughout their lives. About half of school districts in the United States now employ AR programs as part of their elementary reading education.
The basic design of AR is quite simple. Students take a 10-20 minute preliminary quiz, which tests their reading comprehension. They are then evaluated in what’s called a zone of proximal development, which determines which books they should read. For each area, there are numerous choices of books.
In the next stage of AR, the child chooses a book in his area and reads it. The child then takes a quiz and passes or fails it. Each book is not only rated by zone, but also by points, which are awarded to the reader for passing a quiz. Some teachers may require children in an AR program to achieve a certain number of points during the year. Others simply ask that children take a certain number of quizzes each year.
AR has been linked to higher scores on standardized tests, and many people support the program. However, claims that the AR will establish lifelong reading habits have not been substantiated. Some studies have shown that reading after the end of AR programs, usually by seventh grade, declines. These studies don’t necessarily account for other factors that could reduce reading time, such as an increased homework load or the hormonal changes that beset young teenagers.
Some concerns about AR programs have arisen when teachers award rewards based on points. Some children may not choose some of the classic children’s books because they don’t have enough “points”. When children choose books based on point value alone, they rather steal one of the joys of reading. Children who have trouble reading may get frustrated if they can’t pass quizzes in their area.
Also, while schools get a certain number of quizzes when they buy an AR program, they don’t get all the quizzes for all books. So students can have reading choice influenced by what quizzes are available. Some schools ask parents to donate to the AR program by purchasing quizzes, which usually cost about three US dollars (USD) each.
While reading for content is emphasized in AR programs, reader for critical analysis is not. Children in later grades, who are good readers, may not be sufficiently challenged by AR questions. Also, some children may interpret the content differently and may fail quizzes overthinking the questions.
AR programs certainly raise reading comprehension levels on standardized tests, while the programs are in effect. Not all AR test claims can be verified yet. Teachers are likely to either support or oppose the AR program. Some teachers are happy to see children become more successful readers, but others feel that reading skills cannot be tested by comprehension alone. Lifelong reading habits may not be encouraged, according to some teachers, by reducing reading to a points and rote learning system.
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