Effectiveness of accelerated reader on children's reading outcomes: A meta‐analytic review. (18th November 2022)

• Record Type: Journal Article
• Authors: Tischner, Clair M.; Ebner, Sara E.; Aspiranti, Kathleen B.; Klingbeil, David A.; Fedewa, Alicia L.
• Is Part Of: Dyslexia. Volume 29:Number 1(2023)
• Page Start: 22
• Page End: 39
• Publication Date: 2022-11-18
• Subjects: accelerated reader -- evidence‐based intervention -- meta‐analysis -- reading; Dyslexia -- Periodicals; 616.8553
• DOI: 10.1002/dys.1730
• Languages: English
• ISSNs: 1076-9242

Abstract

Abstract : Accelerated reader (AR) is a computerized reading program commonly used in schools. The program aims to enhance students' reading achievement and encourage students to read more through goal setting and frequent reading practice. A meta‐analytic review of the AR was conducted to analyse its effectiveness as an evidence‐based intervention for improving student reading achievement, attitude, and motivation. This study investigated potential moderating variables, including publication type, participant, and study characteristics that impact student reading outcomes. A total of 44 studies from peer‐reviewed journal articles and dissertations met the inclusion criteria. Participants included 16, 653 students enrolled in elementary, middle, and high school. Hedges' g effect sizes measures suggest pretest–posttest one‐group AR studies have moderate effects ( g = 0.541) while comparison group AR studies have marginal effects ( g = 0.278). A meta‐regression model of six potential categorical moderators of comparison group studies indicted no significant moderators. Implications and the need for further research regarding evidence‐based and culturally appropriate reading interventions are discussed.