COMPUTERIZED SELF-ASSESSMENT OF READING COMPREHENSION WITH THE ACCELERATED READER: ACTION RESEARCH

Abstract

This study was a quasi - experimental action research evaluation of a program for computerized self - assessment of reading comprehension (The Accelerated Reader). It looked at the formative effects on reading achievement and motivation in two schools in severely socio - economically disadvantaged areas . The results suggested that the program , even when less than fully implemented , yielded gains in reading achievement for these at - risk readers that were superior to gains from regular classroom teaching and an alternative intensive method , even with less time devoted to class silent reading practice than in comparison classes . Additionally , the program yielded significant improvement in measured attitudes to reading for girls .