The to my target responses were overwhelming. Obviously this is
a topic people feel strongly about. Thank you all for your input. I
have grouped the responses according to the questions I posted.
1. Is AR used in your high school?
2. What is your experience with AR in high school?
We use AR in our high school library. The students are required to
read 1 book a month for their English class. They are then graded
on a pass fail basis. Those students who want an A grade will
read the books. It has been a good experience for them. We have
purchased a lot of the college bound tests.
****
We just started using AR at the parochial high school where I
work. Our feeder schools had been using it for a number of years
and the consensus among the students before this year was that
they were SO glad to be done with it. (Imagine their surprise this
year :-) At any rate, the way it works here is that each student has to
read one book in their ZPD (preferably the lower end) and test on it
during the first three quarters. Each English teacher decides how
he or she will use the AR scores, and the emphasis is on book
level, not points.
Although we would like to think it fosters a love of reading, I think
our main goal is to improve reading comprehension, because
everyone wants to see better standardized test scores in that area.
Some kids are great about it, but lots of them have trouble settling
on a title, and lots of times they'll pick a book that has been made
into a movie, then take the test (usually not with the best results.) I
am in favor of the program, because I think we will accomplish our
goal of improved reading comprehension.
****
We used to use AR here at Marshfield High School, but the
English teachers last year decided to quit using it. Part of the
problem was that, with 20,000 books, we were able to find only
about 1900 quizzes. Then, if you ask students to find books in their
"zone", that really narrows the selection. Instead of 20,000 books
to choose from, you have only a few hundred. One of our
alternative education schools is still using it, however. But the
Special Ed people aren't interested.
****
We are using Scholastic Reading Counts. IMHO, much better
suited to high school. Check it out.
****
In our district, students use AR in some elementary and all jr.
highs. Only one high school has AR. The parents at our high
school are totally fed up with AR by the time their students leave
junior high and are adamant that it not be implemented here. As a
parent, I've found that no matter how many tests are bought, they
can't afford all of them, and my boys truly hated AR. I will have them
read an AR book to get their minimum points and then they can
read books for fun. Sad to turn reading into a situation similar
to "eat your dinner, then you can have dessert."
****
I was a Media Specialist at a 5th-6th grade school for six years
where they used AR. There were abuses and misuses but for the
most part it was successful. When I came to the HS I was amazed
at how little they read...for whatever reasons, they don't have time,
they're reading for classes, they just don't want to. I even had some
graduating Seniors tell me they had never read a book in all of HS.
They just used Cliff notes or Spark notes for assigned classics.
(How sad...they don't realize how they are hurting themselves for
college!) Well, anyway, I introduced AR. Most of the teachers use
it as bonus points (which isn't the best use of it, really, since the
kids who are getting the bonus points usually don't need them.) A
couple of our best teachers require 10 points per semester. In
HS, that's only one or two books a semester. It really has helped
and kids are finding books they didn't know we had! I'm not just
trying to sell AR, but I do think we need something in HS to
promote reading....otherwise many of them just won't do it.
****
I find that it works extremely well for remedial reading students as
the reading practice portion of their program, that it rewards good
readers for something they do already, and that it gets the kids in
between reading when in the past they did not. I think it's a very
good program, if implemented properly -- it can't be the only thing
you do for reading in your school. And you must have buy-in from
your teachers and it must count for part of the students' grade. In
my school, it's part of English class. That's a very brief summary of
my experiences. I'd be glad to answer any other questions you
have.
3. Are there other suggestions or alternatives you would offer?
We chose Reading Counts over AR. It was more appropriate for
high school level. I think when the kids get to high school, it may
help to have something different. At this age the students need to
think of Reading Counts as a more grown up- accelerated reader.
****
We don't have AR but Scholastic Reading Counts! No one uses it
except the kids who are in reading classes. Their teachers use it
therefore they have no choice. But we really haven't promoted it
either.
****
Make sure you buy books that the kids will enjoy reading. We had a
lot of the classics in our library, so the previous librarian ordered
quiz sets that featured these titles. If you have the money to spend,
get the fun books too, because you'll get the kids to read, and
they'll enjoy the experience more than if they had only the standard
"required reading" titles to choose from.
****
AS for other suggestions, probably the tried and true classics,
such as book talks, displays, tie-ins with movies, and all the other
stuff we've been doing still work about as well as AR/RC at high
school - and offer more reading choices .
****
Check the archives for Reading Counts vs. AR - I think RC comes
out ahead and
I think they have more 'older books' than AR. IMHO.
****
I have been very happy with Reading Counts in high school. I have
used it for almost 20 years. In both high schools I have been in, it
has really helped get kids reading. But your principal needs to
know that this really happens when the teachers buy in too, and
make reading outside of class a priority. RC tests each have 30
questions and you decide how many questions each student gets
and if they can take quizzes over. My students appreciate getting
the 3 chances. They still usually can't pass if they haven't read the
book. RC has all kinds of flexibility in setting points, reading
levels, etc. The main problem with AR is that there are only 10
question per test. Given high school students proclivity to cheat or
just to try to beat the system, how long would it be before the
questions on many tests would be known to most of the student
body? In addition, RC now sells what it calls its complete package
for high school which includes the program and every test they
make for high school and middle school (over 10,000) for about
$3,200. This is a very good deal and we just upgraded to it. I had to
turn off the really easy stuff like the Nancy Drew, etc. But it answers
the need for giving kids lots of free choice across all reading and
interest levels. If you have further questions feel free to call me at
school 406 72802400 ext. 7630.
****
We use Reading Counts and just before school started the high
school principal decided to move it into high school. He inserted a
20 minute Class called Sustained Silent Reading. Any Student
with a D or F average goes for tutoring during this time but other
students go to a classroom for silent reading. It must be a library
book that we have a test for and not be on the high school book
report lists. We have had to change from students taking test any
time to only during ssr and only in the computer lab to stop one
student from taking test for others, But otherwise the program is
working well. I have seen more high school students in my library
than ever before. (high school check outs are up 250%) Students
are reading more and the students that like to read but didn't want
anyone to know are now carrying books to other classes. I feel that
anything to get students to read is great. Students have to pass
one reading counts test every 9 weeks but must be reading a book
every day. No Magazines and no homework during SSR. Hope this
helps.
4. Comments/Advice
I am in the same situation where the AR program is at MS and
Elem. but not at HS and you can definitely see a difference in
circulation. I have wondered if the HS kids have too much to read
for classes (AP, etc.) or if they are just sick of having to read. I, like
you, would love to think about instituting AR at this level. I'd be
interested to see what you find out!
****
If AR is already used within the district - half the job has been
done. Students will be familiar with the system and won't require
instruction on its use. But if the elem. schools are not using
"individual goal setting," you will have a problem changing
mind-sets - this is not a program directed toward points or # of
books read. You will probably need to order quizzes for your
existing collection and possibly order additional titles (with
quizzes). It is helpful to label all the books by reading level (but
NOT to shelve them according to reading level). Our district uses
the Star Reading test which is part of the Reading Renaissance
package. It has been very helpful since we have found that national
tests do not match the reading levels used in AR. You will be
surprised at student reading levels - be prepared. You will be
surprised at book reading levels - be prepared. Remember they
are assigning "reading levels" they are not advising you on which
level is appropriate reading for students. Most adult reading is
level 4-5 - many adult topics/titles are not suitable for high school.
Interest level, maturity level and reading level are three very
different things - don't confuse or combine them. There have been
some very good postings in LM-Net regarding AR - do not blame
the tool, blame the carpenter. AR will do what you ask it to do, be
sure you know what you are asking. I would recommend that it BE
REQUIRED do not use it as an "add-on" to a regular class; student
and teacher need to work on PERSONAL OBJECTIVES - grades
are assigned with regard to the student's % of achievement of their
personal goal (NOT according to points or # of books read). This
program provides individualized instruction - each student reading
at a level appropriate for them (through use of the Star Test). It will
level the playing field for those who struggle with reading. If you
allow the program to focus on points or # of books read, the
readers will read and the non-readers won't compete. This will
require TOTAL teacher buy-in - the Librarian cannot do it alone. Go
to every Reading Renaissance workshop your district can afford.
Take KEY PLAYERS (esp. teachers) with you. Do not allow this
program to focus on gimmicks - focus on each student doing their
personal best. Once students realize it is not a competition - once
they realize it's about comprehension not points - they will
participate. But of course teenagers won't do anything without a
struggle. Our high school is slowly coming on board with AR,
BECAUSE the students who have had it in elem. school are
bringing it with them into the high school. We've had it in place for
4 years and are still learning - it has been a slow process. One
thing I know - teachers/librarians outlast administrators, you need
staff buy-in regardless of what admin does or says. Without buy-in
the program will die when the admin leaves and the $$$ will have
been wasted - the students will feel used and they won't trust you
when you try the next new "thing."
****
Just a question, if AR is truly successful at the elementary and
middle level why don't the students have a love of reading when
they get to High School?
****
If HS librarians want students to read for pleasure, then they are
going to have to work hard at advocating their library to their
students and providing reading material that HS students want to
read. They have to get to know students and "target" their
interests. I was at a conference not too long ago and the HS
librarian sitting next to me complained that her students never
used the library...of course this woman was complaining about
what occurred when students were in the library.
HS librarians must give students a reason to come to the library.
Not just assume, "if you buy books, they will come."
****
Speaking as a mother, when my daughter was in HS she was
taking the AP/Honors classes. She did not have time to read for
pleasure b/c she had 6 academic classes and one elective [she
took 2 languages]. Now that she is out of college she reads all the
time, just like her mom. I think many HS kids would be too busy to
read 5-6 books a semester, or whatever the goal was.
****
I don't think AR has been around long enough to gauge the effect
on high school reading. However, for those of you looking around
for research project or independent study, I think you could be the
first or among the first to do one. I did a quick search of the
literature and I couldn't find anything that addresses the effect of
reading programs such as AR on high school reading.
****
I think time is often the issue with high school students. I have
always been an avid reader (hey, I'm a librarian after all) but the
time I probably did the least recreational reading was when I was
in High School. I always liked it when we were assigned to read
novels in English class, since at least I could justify the time spent
on reading a "story". Even if AR is successful beyond belief, High
School students will always be pressed for time. Somehow, it did
not seem as bad in college, even though I was at a challenging
college, but I still found at least some time to read for pleasure.
****
Just a question, if AR is truly successful at the elementary and
middle level why don't the students have a love of reading when
they get to High School?
I think it's pretty clear that AR does not instill a love of reading.
What it does do is coerce children to read. The only good thing I
can see about this is that the more experience they have with
reading, the more likely it is they will be adequate readers.
I would never expect AR to produce happy readers -- only
functional ones. (The same goes for just about any extrinsic
motivational method, such as summer reading programs, etc.)
First of all, "truly successful" is in the eye of the beholder (criteria
and judges). But that's another discussion that we have had on
this list before. High school kids are, as another responder said,
very busy. Also, I think (and can toss stones, since I taught HS
English for many years) that teachers assign boring books. Kids
have to move up through a hierarchy of lit levels before they can
"enjoy" classics. We turn them off of reading.
Early in my career I was guilty of that myself as I required reading
from classic lists.
****
I don't believe AR is meant to instill a love reading in kids. Some
kids are turned on to reading by the program, but I feel it's main
benefit is that it gets kids to PRACTICE reading so their skills
improve. As I tell the kids, just like piano and football and dance,
you can only get better with practice. Furthermore, reading is the
one skill they will need for the rest of their lives. At some point they
will have to give up sports, they don't NEED to play the piano or
dance, but they will ALWAYS need to read. In my 7 years of using
the program with hundreds of students, only a handful of kids have
said they didn't enjoy reading until they started AR, but never has a
student said "I'm not a good reader because of AR."
Melanie Parker
LMS student
HS English teacher
mlparker@sbo.hampton.k12.va.us
Bethel High School
Hampton, VA
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