Accel. Reader Program - good, bad & ugly

[luvmyfam444]

Oh I have opinions! HA!

It really depends on how the school chooses to offer it! one dd had a bad expereince - one had a good one. We'll see when the 3rd goes thru.

I'll fill you in in a bit...

 

[portocall]

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

That is a great point too. There are some high school books that only rate a 4.7 or so yet the content isn't appropriate for a fourth grader.

Also, you have to make sure you have appropriate content for your very high ones. It isn't out the question to have kids as young as the second or third grade test as high school levels or above (talking GT mostly). What are you going to offer them? Something to think about.

 

[Cindy B]

AR can not really work for struggling readers. If a student likes to read and can comprehend quickly, AR is for your student population.

In my experience, students either do really well or fail the quizzes miserably. I hate the constraints of "having to pick from the list" as well.

If a student is not interested in reading, reading a book and then reading a quiz on the computer is NOT for them.

However, whatever you do.. don't ever ever ever do 100 Book Challenge. I can give many posts on my opinion of 100 Book challenge.

 

[Where'sPiglet?]

However, whatever you do.. don't ever ever ever do 100 Book Challenge. I can give many posts on my opinion of 100 Book challenge.

I have not heard of 100 Book Challenge. However, it reminded me of another program to never do: Million Word Challenge.

We were supposed to count how many words were on a random page in the book, then multiply it by the number of pages to get a estimated word count for each book. Yes, we were supposed to manually count and track the Million Word Challenge for each child in the class!

For what it's worth, AR does count the number of words read. (They calculate this based on the number of words in the books the child has tested on.)

 

[cajunmommy]

Thanks again for the honesty everyone! The negative opinions are strong (that's a good thing!), and you all have given me some definite insight.

The "hunt for colored dots" - definitely NOT the outcome we want. I was a kid who read everything, so I would not want to see students limiting themselves just to receive points / a grade or have them limited because the library doesn't have the funding to provide a broad enough "approved" selection.

I also see a concern for those who might fall into the gaps - both on the high end & those who need encouragement. I would envision the program to be supplemental to the core curriculum, but if it ends up turning off the very students we're trying to help, then we need to keep looking.

OK, Cindy B, was the 100 book challenge that bad? I'm almost afraid to ask!

 

[HsvTeacher]

AR can not really work for struggling readers. If a student likes to read and can comprehend quickly, AR is for your student population.

In my experience, students either do really well or fail the quizzes miserably. I hate the constraints of "having to pick from the list" as well.

If a student is not interested in reading, reading a book and then reading a quiz on the computer is NOT for them.

However, whatever you do.. don't ever ever ever do 100 Book Challenge. I can give many posts on my opinion of 100 Book challenge.

I'm sorry, but this is absolutely NOT true. I have 15 years of experience working with AR in first, second, and third grades, and I have had great success with AR and struggling readers. The key is that it can't be your entire reading program.

Don't forget that the testing options include "read to, read with, and read independently," so there is a chance for struggling readers to have success. You can also work with them on reading AR books in intensive and small group instructional centers. This can be done all the way through middle school, if needed.

 

[FoundMyPrince]

Our school has AR. And, I'm not a fan.

DS is a very good reader -- tests at 10th grade level. This year he had 469% at the end of the year for AR. Since he's in 3rd grade, in a 3-5 grade building, the school's books are mostly 3-6 grade level. There wasn't going to be an easy way to find books (on his reading level); his teacher understood that he was in the 3rd grade and wasn't going to require him to read 10th grade level books all year - she worked with him and let him read anything he wanted. His librarian let him request books from the high school. The library has to purchase every AR quiz they have in their system. In our school system we have a K-2 building, 3-5 building, 6-8 building, and 9-12. Each building has their own quizzes; the 3-5 building cannot use the 6-8 building quizzes -- they have to re-purchase them though they are in the same school system. It becomes a rather expensive program. There were many books my DS wanted to read, but the school didn't have the AR quiz for that particular book.(His librarian let him write his own quizzes for some books.) So, he's reading those books during the summer. For DS this program was useless -- he'd read whether or not he "had to", and he'd be able to read books he wanted to.

DD reads on grade level. The program was a good motivator for her. But still, after being in the program since 1st grade, those quizzes are mighty boring in the 5th grade. Our school continues the program until 8th grade.

Our school is changing the program a bit for next year. Somehow they will have quizzes for every book available -- anywhere. If it's a book, then they should be able to take the AR quiz, even if our school's library doesn't have the book. I think this will be much better for DS. But, like I said, he needs 0 motivation in reading.

After a short period of time, students will learn to work the system. Meaning, fiction books are much easier to test. Non-fiction quizzes are more difficult.

Our school gives prizes during the year when a student reaches a milestone. For example, at 25%, 75%, 100%, and 150%. At the end of the year, each student that reached 100% gets to attend the "AR Cafe".

Like any program, it's probably only as good as the school system will allow it to be. The AR program will need to be tweeked a bit.

 

[disneydance]

Personally as a student who once did AR(That was about 6 years ago) I liked it at first but torwards the end absolutely loathed it. We got AR at my school when I was in 4th grade in the middle of the year, at first it was real fun and easy to make my goals but as I went on and my goals got bigger and bigger it just got suckier and suckier. Honestly I'm not a reader and probably will never be one thing I dislike about AR so much was the fact that the book choices were so limited since school had to pay for test and they can really add up. We were not being allowed to read what we were interested in but simply what was on the schools AR list. Also if you did poorly on a test you were never allowed to take the test again and got no points for it. To me this was really fusturating as maybe you messed up and woops. AR was seriously hated by the teachers once I was in 6th grade and just wasn't encouraged, sure it's a good measurement tool but it wasn't helping alot of students. Also it was used as a way to punish students who didn't like to read at my school, we were unable to go to Recess and stuff like that if we were not on track for our AR goals due to school policy not because the teachers wanted to do that to us. AR honestly just didn't cut it for alot of people it catered to the people who liked to read not the one's who dislike reading.

 

[Magic Mom]

Thanks again for the honesty everyone! The negative opinions are strong (that's a good thing!), and you all have given me some definite insight.

The "hunt for colored dots" - definitely NOT the outcome we want. I was a kid who read everything, so I would not want to see students limiting themselves just to receive points / a grade or have them limited because the library doesn't have the funding to provide a broad enough "approved" selection.

I also see a concern for those who might fall into the gaps - both on the high end & those who need encouragement. I would envision the program to be supplemental to the core curriculum, but if it ends up turning off the very students we're trying to help, then we need to keep looking.

OK, Cindy B, was the 100 book challenge that bad? I'm almost afraid to ask!

Another thing to consider, is that if you have to convince the admin and faculty to buy the program, that means most likely they aren't really committed to it. The people on this thread that have glowing reviews of AR have teachers and admin that want to use it. If your faculty is only going to half heartedly use it then it's not worth having.

 

[indimom]

I'm not a huge fan. Our program was part of their final grade and there were no prizes involved like others have mentioned. It wasn't a program designed to be fun, It was just part of the curriculum.

Here is the part I did not like. (I'm sure this is a rare, but my daughter can't be the only child with this problem.)

My daughter's comprehension and vocabulary, etc. is high and she's fairly intelligent, so she had no problem passing the tests after reading the books. BUT (BIG BUT) she was a very slow reader. Like Super Slow. I can't explain it, how she could be a poor reader but excellent at comprehension, but it's the case.

She would read a book, do good on the test, and get bumped up to a higher level (larger and harder books). But, because of her slow reading speed, It just got progressively harder and harder to keep up with the volume of reading that was expected of her to meet these higher goals.

And grades are important to her so she was practically in a panic about this. She was reading for hours every night to "meet her goals." It was ridiculous. She was completely stressed and it was affecting everything else she needed to accomplish each day.

I finally decided I just didn't care if it would be considered cheating or not: I started letting her follow along in the books while listening to the audio version.

I'll admit that within a year or two her reading speed increased dramatically (I think that following along to the audio finally made something click for her), but fourth grade in particular was really hard on her and IMO the blame falls entirely on AR. We spent more time on that than all her other schoolwork put together.

 

[golfgal]

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.

Our school let the LD kids take tests off of audio books or books that were read to them.

I'm sorry, but this is absolutely NOT true. I have 15 years of experience working with AR in first, second, and third grades, and I have had great success with AR and struggling readers. The key is that it can't be your entire reading program.

Don't forget that the testing options include "read to, read with, and read independently," so there is a chance for struggling readers to have success. You can also work with them on reading AR books in intensive and small group instructional centers. This can be done all the way through middle school, if needed.

I think this is the issue--too many think it IS the reading program vs just PART of the reading program.

 

[Cindy B]

100 Book Challenge-- by the American Reading Company was basically the bane of my existence this past school year. My district is a School in need of Improvement, year 9 of AYP failure and is in a high poverty inner city area.

Students are "leveled" by comprehension and recognizing specific vocabulary words. If a student could not read yet, they were leveled on the RTM - Read to Me "level".

In the inner city area, student (and family members/community) have limited vocabulary and in some cases, verbal skills. So to present them with a list of vocabulary words and ask them to read them, put them in a plausible sentence and THEN ask them for a synonym just so they can get to a different "color level" is insurmountable. We could get the students to read some of the words and could do a plausible sentence but they certainly could not determine a synonym.

Once they are leveled, there are certain books in a basket which corresponds with the color level. Technically, they are supposed to read books that are fun fast and easy and could be finished in one sitting.

With unmotivated students who are very reluctant readers, that means that my 7th and 8th graders would pick books that would translate to a 1st or 2nd grade reading level. (This is NOT a special education class). While the student was reading, we were supposed to conference with them on specific "power goals" and "color goals" which were specific scripted questoins. If they answered the conferencing questions correctly, they would get "points" so they could advance to the next color level. Students would earn "steps"-- one step for every 15 minutes of reading.

Because these students would wind up reading 1st or 2nd grade books, no one wanted to read. The few on or close to reading level students would then look at all the students reading the "easy"w book and not challenge themselves. Students would just make up answers to the conferencing questions and since there were 100's of books, we may not have known if they were telling the truth or lying.

These students were not motivated by a rewards system, earning medals or even improving.. Of course as a teacher, this also was an implementation nightmare. We had to calculate the steps per student, the conferencing totals (each question was worth .01, .03 --yes portions of ONE until they got to a specific set number for the next color level), and track the books.

 

[Magic Mom]

Our school let the LD kids take tests off of audio books or books that were read to them.



I think this is the issue--too many think it IS the reading program vs just PART of the reading program.

It wasn't the issue for our school. It wasn't used as the whole reading program, just as a part...and it didn't work.

 

[portocall]

I'm sorry, but this is absolutely NOT true. I have 15 years of experience working with AR in first, second, and third grades, and I have had great success with AR and struggling readers. The key is that it can't be your entire reading program.

Don't forget that the testing options include "read to, read with, and read independently," so there is a chance for struggling readers to have success. You can also work with them on reading AR books in intensive and small group instructional centers. This can be done all the way through middle school, if needed.

It is you, that is responsible for the success you have had, not the program. You will tend to see the greatest return in the earlier grades, but it tops out.

The testing options do include read to, with and independently. So for example, I know my son does really well being read to. Reading with or independently is a failing grade. But he is going into the 7th grade. Am I supposed to read to him all the time, or only buy him audio books? Here is my problem... I say he has comprehension problems, and he does as far as multiple choice. However if you ask him to do constructed response questions, he nails them every time. So he is comprehending, just not in the AR format.


I will say that at my son's school, AR is grade on the report card. If you fail it you are no longer eligible for honor roll or principals list or to play sports or other extracurricular activities. Our admin are behind it 250%. There are AR goal meeting parties (the actually point goal as well as the accuracy rate) and year end awards.

I should add that my middle child thrives in AR... he makes his whole point goal within the first week and usually on the first day of the quarter. He loves to read and is able to store it all for a quarter. So he will test over a week or a few days... get the 24 points plus that he needed and store it up again. AR is no love for him either though he finds it an easy A.

 

[HsvTeacher]

It is you, that is responsible for the success you have had, not the program. You will tend to see the greatest return in the earlier grades, but it tops out.

The testing options do include read to, with and independently. So for example, I know my son does really well being read to. Reading with or independently is a failing grade. But he is going into the 7th grade. Am I supposed to read to him all the time, or only buy him audio books? Here is my problem... I say he has comprehension problems, and he does as far as multiple choice. However if you ask him to do constructed response questions, he nails them every time. So he is comprehending, just not in the AR format.


I will say that at my son's school, AR is grade on the report card. If you fail it you are no longer eligible for honor roll or principals list or to play sports or other extracurricular activities. Our admin are behind it 250%. There are AR goal meeting parties (the actually point goal as well as the accuracy rate) and year end awards.

I should add that my middle child thrives in AR... he makes his whole point goal within the first week and usually on the first day of the quarter. He loves to read and is able to store it all for a quarter. So he will test over a week or a few days... get the 24 points plus that he needed and store it up again. AR is no love for him either though he finds it an easy A.

I do put a lot of work into implementing AR the way I feel will best help my students, and I've tweaked my system a lot over the years. It's also been really helpful for my struggling readers, especially when it comes to comprehension.

I do, however, have a huge problem with it being a report card grade. I think that defeats the purpose of the program, and I'll never understand why some schools think that's necessary.

 

[The Orchid]

Oh boy, we hated AR. I'll never forget when we moved to this district and they put my daughter in the AR program. They made her read a few books that she was completely not interested in, so she didn't read them carefully and failed the tests. She was in fifth grade and at a second grade AR level because she failed the books she hated at the fifth grade level. Meanwhile, she was reading Harry Potter at home, which was quite a bit higher than fifth grade. Her idiot teacher actually told me I WASN'T ALLOWED to let her read Harry Potter at home! She told me my kid couldn't possibly understand what she was reading! I asked her to please let her test on the HP books and she said, NO. She refused to let her test on the books she was reading at home if they were not at her level. So I took it to the principal who allowed her to test on Harry Potter and guess what? She got 100% on each one. Suddenly her reading level was above all her classmates.

AR is just plain DUMB. It forces kids to stick to books only at their level. Never mind if they hate the books on the list. Never mind if they want to read "Goosebumps" and it's too low of an AR level or "Harry Potter" that's too high of an AR level. In my opinion, AR is designed to make a lot of kids despise reading. I had to really fight for my fifth grade daughter to have a right to prove she could read books more advanced than "See Jane Freaking Run."

 

[luvmyfam444]

Well, my oldest dd had a rough time with AR. It started out ok - she took tests starting in kindergarten - I believe the teacher read the test to them - unless there was an option on the program (I can't remember that far back!)

1st grade I don't remember much about - no issues I guess. 2nd grades was a new school & that school pushed AR. They have it said up that @ 25pts you get a t-shirt that can be worn every Weds (out of uniform). They set a goal that every student gets there by the end of the year. This 2nd grade teacher kept a big ole chart by the door that showed every childs' progress. This was the time when the boys started reading Harry P books & they smoked the rest of the class. There was no way to begin to keep up with them.

3rd grade teacher didn't really push AR - he was okay if you read or not - he'd let you read books below level just so you'd make your goal points.

Now dd used to LOVE to read & be read to in the beginning....she stopped liking to read - she read just 'cause she had to to get her tshirt (and fit in with the rest of the class) & really didn't read after that.

AR rewards @ her school are 25, 50, 75, 100. 25pts was shirt, 50pts was a gummy bracelet, 75 a cup & 100 key chain & pizza lunch with principal @ park.

The books 2nd grade & below are .5 point. Soooo you have to read 50 books just to get the 25pts Actually I think the 4th grade book we read was just 1/2 a point as well (I read it to her).

4th & 5th grade was another school - this is wear the negatives really set in. This school believed in punishing students if they were not @ their reading level. DD had a silent lunch because even though her points were there her comprehension rate was not - she was like 83.5% when it was required to be 85% or higher. She missed the craft the kids did @ Christmas again because of her AR score. She had to read a book while the rest of the class was up & around working on their craft. we went to the principal with no luck - she felt it was okay - she said dd wasn't being punished - the others were being rewarded.

this summer is the 1st time she has picked up a book for pleasure & she has read 2 books already & no - NOT on her reading level ( one was only 4.9 level)& probably not AR...but in mid school you don't have AR...she is now going into 8th grade...

AR for her was not a good experience. She felt the competition to be too much stress for her - she knew in her mind she'd never make it to the top so she just didn't try after about week 1.

 

[luvmyfam444]

Now my 2nd dd hasn't had the negative AR experience yet. Though I'm 1/2 waiting on it - she's still young.

This year her teacher did keep up with the goals & encouraged them all - but this teacher let her read books below her grade level so she could get quick points to meet her goal. She made it to the 100 pt club...which means she read over 200 books. (remember if you don't make the grade you don't get the full credit of 1/2 pt!)

This child was motivated by the competition - but not competing with others - more competing with herself.

I have been in a classroom where the teacher kept everything confidential - she told each child in private what their AR point goal was & what they needed to reach it.

As a general rule - I do not like AR - especially if it is required for all students to participate. If it is offered it should be as a voluntary basis.

 

[luvmyfam444]

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

Our libraian says that has to do with the # of words in a book & how "big" the words are . We were talking about a book at was 4th grade but the subject matter was about 1st grade (and of course can't remember for the life of me what it was!)

 

[luvmyfam444]

It
I'll admit that within a year or two her reading speed increased dramatically (I think that following along to the audio finally made something click for her), but fourth grade in particular was really hard on her and IMO the blame falls entirely on AR. We spent more time on that than all her other schoolwork put together.

I just found out we are encouraged to listen to books & take the tests - ha! NOONE mentioned that before! And we can also read over the summer lots of books & then test when we get back from summer. the top AR reader this year had 25pts the 1st day of school! - she ended the year with over 700 pts