test scores

with regard to the question of whether AR raises/sustains test scores, i'd like to say that i, for one, don't think that test scores were invited as part of our study. test scores, to me, are completely irrelevant to our study, as we are talking as much about readers' attitudes toward reading, writing... as we are about school success. and test scores do not assess reader attitude. and for the part where we are talking about school success, how well do test scores measure school success? how thoroughly do test scores assess subject 'intelligence', aptitude, interest, strengths, abilities...?

IRB Forms

On Tuesday, we met to complete the application for IRB approval. It was taxing but fun and new. After the meeting, which lasted 3.5 hours, I found I didn't want to talk about it to friends that night. At first I wanted to talk about it, but after filling out 10 forms/appendices, I found I couldn't get names straight and thought it would be best to stop talking.


I was thinking after writing up our proposed procedure that I forgot about asking my group members about having children view a variety of books and telling which they like best and why... oops. Perhaps if we have to change our proposal we can add that in later.

Article Review

I'm finding that as I read the articles that it's easy to criticize. In the first article that I read, the biggest criticism is that they say AR raised ability on "paper tests"... so that's only relevant to one type of assessment.

Research Process Moving Along

Our group is meeting on Tuesday this week at 5:30 in Milner Library or the Bone Student Center.

I have talked to a few people about Accelerated Reader. Mrs. Alouan, our school librarian, seems to like the program. I've always noticed that she pushes AR books, to me and to the kids. I think she forgets my 'opinion' about the program. I told her recently that I would be conducting research into Accelerated Reader. She does express concern with the process of assigning reading levels to children. We use the STAR reading test on the computer and the results place students within a "reading range" to help them select books at their reading level. I agree with her that something is "off" in this leveling. Using the reading range, students have selected books that still seem too 'hard' for them to read.

I talked to another teacher at the school in the lounge: Ms. Hagen. She teaches 1-2 split special education. I didn't ask her opinion of Accelerated Reader, I just told her that I was exploring the effects of the program on readers in my classroom. I also said I was not in favor of the program, which maybe I'm not supposed to say as the researcher.



CAN PART OF THE RESEARCH PROCESS BE AN OPINION/INTEREST SURVEY ABOUT WHICH BOOKS KIDS PREFER? AN INTERVIEW WHERE KIDS SELECT 3 BOOKS THEY'D MOST LIKE TO READ FROM A GROUP OF BOOKS. WITHIN THE GROUP THERE WOULD BE SOME AR BOOKS (ESPECIALLY SOME "HILLERT" BOOKS).

Would kids choose AR books? What reason would they give? Would it be for interest in the book or for AR points?

Can I ask them about how they feel their teacher perceives AR?

April Fool

We had our first class meeting and decided our preliminary topics and I grouped with Sherin and Trisha. Our topic is about Accelerated Reader in literacy programs.

After reading the first four chapters of our textbook and reflecting on EAF 415, I think I have a handle on what we need to do. Until coming to the class today, however, I wasn't exactly sure I was on the right track. I was afraid everyone else would have a different idea and theirs would be right. Turns out most people had similar perceptions of this project and we got through today without many surprises. I was most surprised today to learn that we cannot video or audio record our research.

As far as Accelerated Reader goes, I wonder:

how do kids perceive the program? in contrast to other reading programs/activities?
how is motivation affected?
how do teachers use the program?
how was the program intended? conceived?
what are all the functions of the program?
do kids/teachers have alternative ideas to use instead of AR?


I have biases about this project. I think AR tests are cheatable, general about the books they assess. I think AR transforms reading into a task, rather than all the other things reading could be. I think AR teaches kids that reading is to be done and tested and then forgotten. there is no intertextual thought. there is not transaction, because all readers are asked the same 10 questions for each books.