Accel. Reader Program - good, bad & ugly

[Tinkermommy]

I'm not a big fan. Maybe the school I worked at utilized it poorly, but to me it didn't seem to target the kids that really need encouragement in reading. If you were a super strong reader, then woohoo... prizes for you, but if you struggled with reading, it was hard to make your set goal. Most of the struggling readers lost interest in the goal prizes (and in turn the reading) pretty quickly, because they knew they wouldn't win anything. Also, it doesn't have any kind of corrective measures built in. If a child scores poorly on a quiz, there is nothing to help him score better next time. I think there are better uses of technology money. OUr school dropped the AR program finally.

I agree.

My daughter is an excellent reader and consumes books. She hated the program and since it was voluntary I didn't make her do it after the first year.

I don't think the prizes at our school were very good either and in fact I didn't hear of if this year so maybe our school got rid of it.

 

[si-am]

I think it's okay only if you want to force non-readers to read. They still won't learn to like reading through AR though. In fact, research shows these programs serve to create lifelong NON-readers.

Think about it: would you, as an adult, really want to take a test after every book you read for pleasure? I wouldn't.

 

[K and K's Mommy]

Just to clear up something - Harry Potter, Junie B. Jones, A to Z, Magic Tree House, Percy Jackson, Geronimo, etc all have AR quizzes. Most children and even young adult books have AR tests. My oldest took all the Hunger Games tests.

This issue comes if your school does not buy the whole system. A lot of schools just buy tests here and there depending on what they can afford and probably trying to get a good cross section.

 

[BernardandMissBianca]

I don't know. I'd probably be more apt to take a test on a book I like versus a book I was forced to read.
Lord of the Flies was a prime example of a book I would never pick up.

 

[si-am]

I don't know. I'd probably be more apt to take a test on a book I like versus a book I was forced to read.
Lord of the Flies was a prime example of a book I would never pick up.

Mandated books can be a good thing if they're taught with relevance.

AR annoys me because, while I LOVE going to my library and picking up a stack of books to read, I know I wouldn't do it if I had to take a test after each one. It's a de-motivator.

There's an excellent book about all of this called Readicide: How Schools are Killing Reading if anyone's interested.

As a former school media specialist (we used AR at my school which is one of the reasons I quit) I find this topic very interesting.

 

[diznygirl]

I have mixed emotions when it comes to the AR program. I think it definitely helps in motivating kids to read books, particularly in the younger grades. The kids at our school are given a party or some kind of treat at the end of every 9 weeks if they meet their goal.

The problem that I have with the program is a situation we had this year with my oldest dd. She was in 4th grade, but her reading range was set between 6th grade and 9th grade levels. DD was really interested in a series of books that averaged around the 5th grade level and she loved reading them. However, her AIG teacher had a fit because she was reading books "below her level." Dh and I both agreed that we would not discourage dd from reading what interests her, particularly since it was reasonably close to her range. The situation became a bit of a struggle between us and the teacher who gave dd a really hard time about it at school.

But wouldn't this be taken care of with the AR points? Lower level books have less points?

My son had this problem - wasn't reaching AR goals because the books he was reading had low point totals. So he looked at the Harry Potter books - high AR points - and chose to read those. He had been avoiding those forever!! So he finally reads them - just for the points you know! - and loves them!!

 

[kt_mom]

I think it's okay only if you want to force non-readers to read. They still won't learn to like reading through AR though. In fact, research shows these programs serve to create lifelong NON-readers.

Think about it: would you, as an adult, really want to take a test after every book you read for pleasure? I wouldn't.

I think DD is at a cross roads right now. She told me the other day that she wished she liked reading as much as I do. I read a lot usually. (not so much since DS came along, he keeps me on my toes most of the time!)

Once she gets into a book she usually wants to finish it. But its getting her to sit down and read it instead of doing something else. The AR helps a little bit because she is motivated to get the prizes. It's usually something fun and they get to miss a day of class for it and they don't have to wear their uniform that day.

 

[cajunmommy]

WOW! Thanks so much - some really good comments which have started me thinking!

Like any program, I know its success or failure would depend upon how much the administration, librarians & teachers support it. Cost & the work involved in set up are two road blocks we face.

I get the argument regarding potentially limited lists, especially for those who are voracious readers. I also have to chuckle at the stories of those clever enough to figure out the system - essentially a "one & done" once they hit their assigned goal (because it sounds like something my DS would do!)

Our school already has a modest program in place (not AR), but it is totally voluntary. I do like the fact that they can read from absolutely any genre, but I'm wondering if a little more structure would be beneficial. Better incentives? More accountability?

Keep the comments coming!

What about those who have alternatives to A/R? I'd like to hear from you too!

 

[Kies99]

The problem that I have with the program is a situation we had this year with my oldest dd. She was in 4th grade, but her reading range was set between 6th grade and 9th grade levels. DD was really interested in a series of books that averaged around the 5th grade level and she loved reading them. However, her AIG teacher had a fit because she was reading books "below her level." Dh and I both agreed that we would not discourage dd from reading what interests her, particularly since it was reasonably close to her range. The situation became a bit of a struggle between us and the teacher who gave dd a really hard time about it at school.

That's crazy. I'm 39 and read constantly yet I read and enjoyed all the Harry Potter books. Should I not have read those as they were below my level????

 

[Kies99]

Oh and back on target....

My daughters (9 and 7) have AR at their school and they love it. It is required but the goals in my opinion are set really low. The only thing I don't like about it is that, for my kids, the book levels seem a little low. My kids are reading things that if they didn't have approval from t he librarian then they couldn't earn points on them because they were outside their level.

 

[HsvTeacher]

I love the AR program, as long as its part of a good, structured reading program. The school I teach in now handles the program very well. We have whole group reading, small group reading, and independent reading. The needs of struggling readers are addressed during small group reading. AR helps with independent reading.

My students also love AR! We have a store set up with some great items, and the students use their points to buy them. They get to shop four times during the school year and can either spend or save their points for the bigger items. I also give my students a homework pass for every 10 points they earn. That's a huge motivator for them!

 

[Where'sPiglet?]

I love the AR program, as long as its part of a good, structured reading program. The school I teach in now handles the program very well. We have whole group reading, small group reading, and independent reading. The needs of struggling readers are addressed during small group reading. AR helps with independent reading.

This is the key. AR is not a stand-alone reading program. It has to supplement the core curriculum. It does not actually teach anything. It really just monitors independent reading.

OP, if your school is looking to enhance its literacy curriculum, I would take a critical look at where the gaps in the current program are, then find a program or materials that align with what you are trying to accomplish.

 

[kt_mom]

Oh and back on target....

My daughters (9 and 7) have AR at their school and they love it. It is required but the goals in my opinion are set really low. The only thing I don't like about it is that, for my kids, the book levels seem a little low. My kids are reading things that if they didn't have approval from t he librarian then they couldn't earn points on them because they were outside their level.

DD wouldn't like that either. They have theirs set up so that the kids have to average above a certain level book but its not limited other than that. Her average is usually well above the goal they have set for her because the books she enjoys are at a higher level.

 

[Pembo]

Two of my students are LD. AR is not good for them. They both want to read books like their friends (meaning way above their level) then they take the tests and fail, every time. Neither one wants to read a book on their level in front of their friends. And these are both kids who only read during school hours. AR is not a good choice.

From my experience the AR program only benefits kids who are good test takers that are motivated by reading and prizes.

 

[asktriplets]

Our kids only used it in first grade, but I didn't like the program or implementation.

Have you looked at the questions??

I helped the non-readers take the tests every week (read questions and choices to them). I can tell you that I would have failed 1 of the quizzes on a book that I had just read that week with my daughter because I didn't remember 2 specific words.... Many of those quizzes on early reader books do NOT test for understanding content. It is a test of memorization. And for some of them, they give the kids 4 different rhyming words and they have to remember which word (and for a Dr. Seuss book, it's not like the rhyming word even has to make sense, so it really isn't about comprehension). I can think of 3 quizzes when I thought this.

That aside, I also saw a handful of kids cry over these tests....these things are stressful to little ones! Maybe some AR programs are different, but our kids could not go back and change answers (even if they clicked an answer accidentally), so some kids "failed" a test over a mouse/cursor twitch! (Edited to add that our teachers were always GREAT about letting the kids retake tests if I saw that they made an accidental choice, but not every child had adult help and it was a bit of an ordeal to change it in the system and that didn't take away the "did not pass" screen that they saw!)

I told my kids that as long they read every night, I wasn't too worried about the AR goals. My kids are decent/good readers who ENJOY reading, so this was not a struggle for them. There were some months, though, that I was reading a book or 2 a night to them, just so they could get their required # of tests in by the end of the month.

My kids found many of the early reader books to be boring (and I agreed). They much preferred me helping them with a more challenging book. By the end of 1st grade, though, the levels they were in allowed them many more book options.


I agree with others that the implemetation of the AR program rewarded those kids that enjoyed reading, anyway. It also somewhat punished those kids whose parents did not help them stay on track with reading (and in the first grade, it really was pretty much parent responsibility to see that the books got read), despite our wonderful teachers trying to help keep the kids on track.

My recommendation? Have those parents making the decision about the program go in and SEE the questions asked on the quizzes, and see how the kids are responding to them, at all levels. Take this into account as well as what the teachers are saying.

 

[HsvTeacher]

Two of my students are LD. AR is not good for them. They both want to read books like their friends (meaning way above their level) then they take the tests and fail, every time. Neither one wants to read a book on their level in front of their friends. And these are both kids who only read during school hours. AR is not a good choice.

From my experience the AR program only benefits kids who are good test takers that are motivated by reading and prizes.

Does your library let the students check out more than one book at a time?

I require that my students check out two books at a time: One AR book and one "free-choice" book. That allows them to read one book that may or may not be on their level when they're around classmates, but they can only test on the AR book which can be read at home.

 

[hereyago]

DD12 has had mandatory AR/IR since the 6th grade. there are no prizes, just 20 percent of the grade.

this past year she had to read 5 books per semester, i think it was semester, i have summer brain myself right now.

she has to read 2 books over the summer so the following Friday of returning to school, she will have her first AR/IR test.

 

[melmar136]

It seems that from those who have posted, the AR program begins at a young age.
DD is starting middle school (7th grade) in the fall, and will have her first experience with this AR program. Yet, all we were told was that the student should read 2 books this summer from the list (of 52 pages on the school's website). Next to each book title there is a column for level, which I am assuming now from reading this thread means grade level? And then a given number of points. Nothing else was explained...not what the points mean, not which level the children should choose....just read 2 books, and you'll get a test on them in September.
Nice way to introduce the program. Thankfully, DD loves to read, but even she said, "well, if the test won't be till Sept. I'm not reading them till at least August. I'll forget everything I need for the test." Normally, she reads all summer but is now worried about being tested on it.
I (hope) we'll find out more about the program once school starts!

 

[Where'sPiglet?]

It seems that from those who have posted, the AR program begins at a young age.
DD is starting middle school (7th grade) in the fall, and will have her first experience with this AR program. Yet, all we were told was that the student should read 2 books this summer from the list (of 52 pages on the school's website). Next to each book title there is a column for level, which I am assuming now from reading this thread means grade level? And then a given number of points. Nothing else was explained...not what the points mean, not which level the children should choose....just read 2 books, and you'll get a test on them in September.
Nice way to introduce the program. Thankfully, DD loves to read, but even she said, "well, if the test won't be till Sept. I'm not reading them till at least August. I'll forget everything I need for the test." Normally, she reads all summer but is now worried about being tested on it.
I (hope) we'll find out more about the program once school starts!

Yes, the level is the grade level. So a level of 3.5 would be the 5th month of 3rd grade.

AR Book Finder is their official list of book levels. I know you have to use the school's list, but if your DD knows what books are "just right" for her, you can plug them in to the Book Finder list to see roughly where she stands on the AR levels.

Oh...another "con" to AR....sometimes the levels seem inconsistent. Some books are leveled higher or lower than I would expect them to be.

 

[portocall]

I have mixed feelings about the program.

Pros:
-Gets kids reading toward a goal. At our school, it's a graded class (grades 2 and up) and the final grade is made up of a mix of meeting their goal and being responsible in filling out the reading log and having their books, etc.
-The goals are set for each individual student. They will have a higher goal to reach if they are a stronger reader. Their level of books they can read is based on an assessment they take 2 times a year.
-It motivates most kids since they earn both a grade and prizes.
-The ongoing time input from the teachers does not appear to be huge; the computer program helps out with the workload since it grades the quizzes. Of course, whoever will have to label all the books with the AR levels at start-up will have a lot of work!

Cons:
-As a PP mentioned, the students can only read books "on their level". That does not take into account encouraging students to read books that interest them or they enjoy. (This is also somewhat of a pro - it keeps kids from reading too many books that are too easy for them and not "growing as a reader".)
-As a PP said, it dictates what the library buys...if AR doesn't have a quiz for it, even if it's a good book...it's probably not going to be in the school library. Also, kids aren't allowed to read books or magazines that are NOT AR books until they have met their goal. At that point, they can also read books that are outside of their range.
-Kids tend to choose fiction books vs nonfiction; the quizzes are often easier for F than NF. In other schools I've worked in that don't use AR, kids read a lot more NF books than I see at this school.
-(My biggest issue with it) The questions the quizzes ask are sometimes bizarre. None of them are deep, probing questions like would be asked in a book club discussion. They are all basic knowledge level questions that prove the student has read the book. And sometimes even if you've read the book, you may not remember who said a random quote or what foot someone was standing on.

I think some of things I see as cons could be dealt with depending on how you structure the reading program. It would require more work from the teacher though. You could mandate that they read books from x number of genres each term. For example, they must read 1 biography, 1 informational nonfiction, 1 graphic novel (story in "comic book form"), 1 fiction, 1 poetry, etc. before they can read a 2nd in that genre. It would get them reading more diverse texts.

Also, instead of just taking the quiz, there could be some kind of additional book response required for each book. Obviously, you'd have to set the AR goals lower since they'd be doing things in addition to just the quizzes, but you'd get deeper comprehension. Things like having a small group of kids read the same book and discuss it and keep notes, creating a map of the book, a family tree from the characters in the book, a graphic organizer of information, a book review (like they do in newspapers), a story map, a response essay, write a different ending, make a movie or skit, etc....so many good book response possibilities other than just "take an AR quiz!"

Absolutely agree


I am going to add my two cents. I HATE HATE HATE HATE AR.

One is it doesn't help when there is an issue with say comprehension. My oldest for example, tested in a 3.5-7.2 in fourth grade. Yes, his vocabulary is fantastic. His comprehension on the other hand stinks. So he reads and reads and reads and reads but STILL fails the tests. Consistently. It is a real morale buster. He used to love to read things for fun... now he rarely picks up a book because he says "What's the point" The program requires kids like this to be retested (if they are knocking it out the park every time or failing every time the level needs to be readjusted) Problem is, the STAR test doesn't test comprehension... it tests vocabulary. And he is good at vocabulary. Also... when he decided to bomb the test trying to get a lower level, the teachers (and principal backed them up) refused to allow him the lower level and so that didn't help.

Two... each test is not in the same style. Where some will ask general, if you read it you will know it questions, others ask downright picky not important detail questions. Me and a teacher did an indepth reading study on a particular novel we were going to read with a small group. We both read the book, neither of us have comprehension problems, we took detailed notes... yet we both scored a 20% on the test. Teachers can take practice tests as well as write them. The questions were so darn strange. For an example (not a real question but just like it) Rover hurt his paw. Which paw did he hurt. A. Front left, B. Front right C. Back left D. Back right. The point was he hurt his paw... which one wasn't important in this novel. Like the kids (and adults) are going to remember the exact paw when it was mentioned barely on page 40 of a 250 page novel full of other excitement and injuries.

Three... non fiction tests are much harder than fiction tests. The kids figure that out pretty quickly and therefore don't read non fiction until they made their goal and wont have to test on it. In middle school they do a fair amount of research projects... they can test on those books but they will not risk it.

Four... the kids learn pretty quickly how to work the system. They will bomb the placement test to get a lower goal, write stuff on their hands, take their friends tests for them... you really have to watch it. I have seen some otherwise really good kids get in a ton of trouble over the years regarding cheating.

And Five.... series. I noticed a lot of children, mine included LOVE series. My middle is into Goosebumps right now. A lot of times not all of the series is within range so they can't test on it. Any book below they will never be able to test on. Will they read it? Unlikely. Some will, most won't. Which brings me to the fact that your library needs to be extremely well stocked with books of all kinds of range. Also, some children get very upset and strong willed when the book they want to read isn't going to work out. I got very disheartened about the whole program when I witnessed the library become a hunt for certain color dots and no more.

All in all, if the admin isn't behind it, there really isn't a reason to push the program on them. It is expensive for one, more labor intensive than it initially appears, you need teacher, student, and parent buy in, and from where I sit, ineffective.