Effectiveness of accelerated reader on school students' reading achievements and reading behaviours: A systematic review
Submitted by:
Fujia Yang
Abstract:
Abstract: This paper presents the results of a systematic review of an internet-based reading program called Accelerated Reader (AR), which is widely used worldwide. AR is a whole-group reading management and monitoring program that aims to stimulate reading enjoyment and independent reading habits among school students. This review of the AR was conducted to analyse its effectiveness as an evidence-based intervention for improving student reading achievement, attitude, and habits. A search of nine social science databases supplemented by other sources found 70 studies that met pre-specified inclusion criteria. Each study is assessed in terms of quality. The most robust evidence suggests that the AR program positively affected students’ reading achievements, especially for secondary school students. However, the effects on students’ reading habits and attitudes are still indeterminate, which requires further assessment. The results of this study may support reforming English reading education in Chinese primary schools.
Keywords
Accelerated Reader, technology, evidence-based intervention, systematic review, reading