Initial question:
I've scanned the archives and have found some information to help me
but have also decided to ask my question specifically. I was just
approached my our literacy specialist who has been asked very pointedly
[by a parent...missed that part first time] why we don't have
Accelerated Reader when other schools in the districts do. I am able to
articulate my reasons but would like some input from others. We are a
high achieving public elementary school in which 95% - 100% of students
regularly pass the state reading exams. The vast majority of students
are also very enthusiastic about reading and coming to the library.
Please send your input to me Brenda.McElyea@pisd.edu ....pro or
con....regarding Accelerated Reader and/or like programs.
Note: I am planning on keeping this post and the several articles that
I have found through EBSCO in a binder for when this question comes up
again!
===========================================
Replies:
It sounds to me like you don't need AR. It also sounds like your
District is leaving the decision as to whether or not to have it to
each
individual school.
—---
my personal experience is that AR works best with struggling readers
who need the extra motivation and immediate feedback. I don't think high
achievers need it at all--my children hated the restrictions.
It's a HUGE investment of time and money.
—---
Then you probably don't need it. We have AR here in our district and
I'm a great advocate for it, but it does involve a large outlay and an
added cost for tests. We needed it, and it was well worth the cost, but
it sounds like whatever you're doing is working.
—---
It can improve library circulation and encourage reading.
It can discourage reading in later years if they are forced too much to
read just AR books.
If you get into it, I recommend two things: go with the Enterprise
online version that has all quizzes (reading practice, literacy, and
vocabulary) because then you have many more quiz -- and thus book choice
-- possibilities for the students; get training from the start on how
to use the program correctly and effectively (I can tell you from recent
experience that trying to change teachers' ways of using program
midstream is VERY hard).
—---
No way. You do not need a program full of basic questions. No
comprehension needed. Stick to your guns. It costs big.
—---
If you can stay away from AR, by all means do so. I have no qualms
with
the idea that it gets kids to actually read books and work towards
better comprehension. However, the rub comes when AR books are the
ONLY
titles kids will check out! My former library had a vast selection of
some really good fiction and nonfiction, but if it didn't have an AR
sticker it usually sat on the shelf and collected dust. Likewise, it's
pretty easy for kids to cheat both by remembering answers to the
multiple choice items and passing them on and watching a movie to pass
the test and never reading the book at all. If your students are
willing to read, come check out books voluntarily and enthusiastically,
and are consistently passing the state tests then don't jump on the AR
bandwagon.
—---
I can see the good and bad of AR. For our younger kids many are
excited about getting their "AR" dots so they can select books to take
test. As they get older it becomes harder for them to stay excited. My
sixth, seventh and eighth graders complain that there are not enough
interesting AR books. When kids hit the 6 level and above, many of those
books are really designed for high schoolers and adults and are not
appropriate reads for middle schoolers. We also have a problem with
teachers pushing AR books and I think that many great books are left on
the shelf because they do not have AR tests. Overall for the younger
grades I believe it works, older grades not so much.
—---
I am mostly con on this program. I was in a district that had it for 8
years. The first 2 years were good..kids excited..plenty of tests to
go
around. After that, it started slipping..kids started cheating on
tests
or not reading the book, etc. We also saw no measurable gains in their
reading either. The only ones who benefitted were our K-2 grades.
—---
We use AR, and I understand your concerns. There are lots of small pros
and cons to AR, but these are what I consider to be the 'biggies'.
PRO: AR encourages our reluctant readers to practice reading. Left to
their own devices, some would never read during their leisure time, and
would not become proficient.
CON: AR is very expensive. I wish I could have back all the money we've
spent on quizzes and tacky little prizes, and spend it all on quality
books instead.
—---
AR is definitely intended for students who have low reading skills.
Although you CAN do it with good readers, the maximum benefit is for
students like in my district who are below grade level,
underprivileged,
etc. If your students are largely good readers and excited about
reading I
wouldn't bother with AR. I really like AR, but it's expensive to keep
up
with tests and books and it DOES really affect collection development.
I
haven't minded that part too much because it's much more important
that
our kids learn to READ, so I'm willing to sacrifice some. But you will
find that AR students by and large stop reading things that aren't AR
(usually because there's a time crunch and they only have time to do
their
AR reading.) They will stop checking out things like poetry because
they
aren't AR. You will also have to deal with misconceptions about AR:
Teachers wanting students to read ONLY high level books, regardless of
interest; teachers wanting students to read only fiction because they
get
more points, etc.
—---
I have a lot of cons: One is that it doesn't encourage students to
read beyond their "AR" level, a number computed by a computer test. If
I had been in this program as a kid, I would have never picked up, say
The Chronicles of Narnia or Little House as a 2nd grader, because it's
unlikely I would have "tested" at a 5.0 level, although I was capable
of enjoying those books. It seems to label kids, too. The kids know
that if you're a 1.8 in the 3rd grade, you're "stupid," no matter how
many times I try to divert that. They read to take quizzes, not for
pleasure, even though some of them may still derive pleasure from
reading. We allow them to check out 1 AR book and 1 "fun" book, but
their teachers only often let them read the AR book at school. I don't
think it motivates them to read more, even though the teachers try all
kinds of prizes and point systems.
Pros? Well, it does seem to help the really beginning and struggling
readers know where to start, but I don't need a "1.2" label on a kid
to figure out pretty fast what she's capable of reading. I hate
hearing myself say, "No, you can't get that one, it's too hard."
Sometimes I want to check out something above or below their level and
hide it under their shirts! The teachers stick to this program way too
strictly and I think it harms the natural growth of a reader. Plus,
all our books are not labeled as AR (yet), so the same Magic Treehouse
and Junie B books get read over and over, and they don't branch out.
Sorry for the rant, it's a soft spot with me. If your school is
already doing well with reading, they don't need a program.
—---
I can see that AR does get the students reading, but I tire of
students asking ,"Is it AR?" If your students are all ready doing well
and love to read, I don't see the need for it. I would not want to take
a quiz after every book that I read.
On the flip side, it is an effective tool to motivate students that see
reading as a waste of time.
—---
I have several issues with AR. Here are the top two:
1. Children begin to think about books in terms of points, levels, and
test grades. For example, I had a student check out a book recently
titled "Why is Pluto Not a Planet?" When the student returned the book,
oh, about 15 minutes later, he told me he enjoyed the book & made an 80
on the test. But, when I asked him why Pluto is no longer a planet, he
could not tell me. Something is wrong there. Also, when I ask students
what kind of books they like to read, about 95% of the time I get
answers such as "2 point books" or "red dots." I do not get answers
using genres or even more simple terms like funny or sad. I have
several girls who tell me they don't like Ramona because they made a bad
grade on an AR test. If that happens in 3rd grade, they still refuse to
try again in 4th or 5th grade. What great literature they are missing!
2. Series! AR can ruin a series for kids. I have some kids that
can't read all of Little House because of the difference in ranges.
While most teachers are understanding and flexible, many are not. While
Little House may not require reading every book in order, some series,
such as "The Underland Chronicles" do need to be read in order to
understand the story.
—---
This coming from an AR school: Research shows that DEAR and SSR
programs that are properly run are more effective in creating life-long
readers than AR. Reason: AR only works as a motivation when there are
prizes, awards, etc. Once kids out-grow the awards (changing schools or
not liking them any more), those who don't like reading for reading sake
stop reading.
Also, ask your reading specialist who will fund it. It takes a few
thousand dollars to start up and a lot of money to maintain.
I'd dump it here if I could, but I've found ways to make it useful.
—---
I 'inherited" AR in a 3-5 building and this year I also work at a k-2
building that uses AR. Some teachers love it, use it to motivate their
students, etc. I have many teachers that use it as a grade--exactly what
AR does not want you to do. It is costly to start up (buying quizzes,
the software, installation, training, etc.) and to maintain as we have
STAR Reader also (the two run about $600 per year per building.) I also
have to buy two quizzes if I want to use the same quiz in both buildings
and as you can imagine I have many books that overlap reading levels
with the split being between grades 2 and 3. Quizzes need to be
constantly purchased as new texts are added to the collection. Sometimes
a good book does not get read because there is no AR test.
If I were in charge I would try to discourage the implementation. Find
all of the negative literature you can from library journals, education
journals, etc. When I worked on my thesis I noted that most of the
published success stories were from areas that had low reading scores,
or low income, or not much parental support (for homework).
I also believe that this program should be teacher driven--not
librarian driven as it was here. My predecessor thought that this would
increase the circulation stats--and it would but I feel that there are
better ways to get kids to read. I did not keep up the practice of
keeping track of points so that the highest point earners would get
"prizes" even though the prizes were paperback books. this practice has
not hurt circ stats and I find book talking a much better way to
interest the students in new titles.
—---
Brenda McElyea
Librarian
Aldridge Elementary School (106)
Plano ISD
496-752-0027
Brenda.McElyea@pisd.edu
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