Often times, students aren't held accountable when they read independently. Educators feel the need to set readers free when it comes to independent reading, and on many occasions students aren't taking anything away from books due to the fact that they've chosen a book that doesn't correlate with their actual independent reading level. Although there is controversy about whether or not the Accelerated Reading Program is effective in helping individuals become better independent readers, students just learning to read need this type of accoutability to ensure their on track to becoming mastery readers.

The Accelerated Reading (AR) program, designed by Renaissance Learning, purpose is to monitor and manage independent reading practice. Consistently monitoring and managing students independent reading at an early age helps to guide appropriate reading level as well as helps with managing comprehension of reading materials. The convenience of this e-learning ecology helps to monitor and manage independent reading progress more effectively as well as more consistently. Despite the varying views on this approach to independent reading, I've found when implemented appropriatetly to fit individual needs, it's quite effective in the early elementary years.

Within the Renaissance Program, a STAR reading assessment is available. This assessment provides skill-based test items, reports for screening, instructional planning, progress monitoring, standards benchmarking, as well as Core Progress learning progression and Student Growth Percentile measurements; all of which can help to guide curriculum planning. (Renaissance Learning) In relation to the AR program, the initial STAR assessment data helps to gather reading material appropriate for students. Taking into consideration their independent reading level as well as their range. Motivating students to do their best on this test is key. It's important that you explain the importance of taking their time while reading the passages and answering the questions to the best of their ability. Typically, younger students are very motivated by the technology component of this process that they do work hard and do their best.

The Accelerated Reader program assists teachers in monitoring and assessing the reading abilities of their students in an efficient way. There are now over 150,000 titles available. The program also allows educators to create quizzes for books previously lacking one.

Accelerated Reader provides many different options depending upon how you want the program to work. The most common approach to using AR is as follows:

• The student is assigned a reading range. This range is individualized based upon STAR results and student needs.
• An independent reading goal is set for students. Teacher will have a mini conference with student to set either a number of book goal or an AR point goal. This goal is set by both the student and teacher together.
• Students read a book from over 150,000 different titles. Teacher is able to create a quiz if there is no quiz available for student book choice.
• Students then take a computerized multiple-choice quiz over the book. Results are available immediately. It is important that the teacher is consistently checking data and conversating with students about their book.
• Most schools have an incentive program set up. Students are usually rewarded for points earned, or number of titles read with a certain percentage correct.

For example, we've used incentive programs like that of the following that have seemed to work great as a motivating factor for some to read more, while for others who have the love to read already, it's just a bonus:

1. Survivor Theme- Teacher and student meet to set an individualized reading goal. They then work together to pick a book in their level as well as at their interest level. At the end of each week, students must be at a certain percentage of their reading goal. If they are on target, there is a Survivor mission on Friday afternoons in which they get to work together with their peers to complete. At half of their goal, they are awarded with a Survivor t-shirt, and then at the end of the quarter, there is a big celebration for those who acheived their reading goal.
2. AR Store- With the help of PTO, an AR store is set up where students can use their AR points to purchase items from a special store set up. Obviously, the more points they accumulate, the bigger the items they're eligible to purchase.
3. Prize Patrol- Similar to the AR store, except for twice a month students are able to go collect pre-selected prizes for the amount of points they have.

There is also an app available that is compatible with the iPhone, iPad, and iPod touch. This ubiquitious approach better serves student needs.

This approach to independent reading creates a bridge to teacher and student relationships. Teachers have critical information at the touch of a button about students reading needs. They are able to take this pertinant information and use it to monitor independent reading practice while consistently meeting with students to discuss books they're reading along with their overall progress.

Parents are also granted access to their child's AR account providing them with on-going, up-to-date information regarding their child's reading progress.

Below is a diagnostic report that shows valuable information for everyone involved.

Reading closely affects the way students perform in school. Although independent reading is defined as reading for pleasure, studies have shown that many students do not choose to read often. Research studies have found that very few preschool and primary grade students choose to read or even look at books during free time at school. Another study found that fifth graders only spend 5.4 percent of their out-of-school free time engaged in a book, and 23 percent of them chose not to read at all. Studies have found that middle schoolers are more likely to do recreational reading and make greater gains in reading than emerging readers. (Cullinan, 2000) Another study done in 2011 published in "Child Development" found that students who did more independent reading tended to have higher reading test scores. (Thompson)

Although there is strong evidence for guided reading practice among individuals today, less research is supported on silent independent reading. According to scientific research conducted through the University of Wisconsin, classrooms implementing Renaissance Reader components like that of AR produce better independent readers. They found the following can be true with more independent reading.

• A greater amount of silent reading takes place, which can lead to higher motivation rates.
• A high reading success rate.
• Increased vocabulary, verbal and comprehension skills.
• Reading materials that are appropriately matched to a students ability are used.
• Classrooms taught by Master-certified Renaissance Reader instructors performed significantly better than others. (Borman, G.D.; Dowling, N.M., 2004)

According to the Florida Center for Reading Research, a study done is 1993 found that students who used the AR program over the course of five years made greater gains in reading than students who received the same basic langauge arts program with no exposure to AR. Another study comparing AR students and non-AR students found that AR students did significantly better, gained almost three times as much on a norm-referenced test on comprehension. (Florida Center for Reading Research, 2006)

Independent reading supports a constructivist theory. Students learn best when constructing knowledge through active experiences. As students take part in real word events, they are better able to understand through reflecting upon those events. The more exposure to different literary genres will help students to make connections to the "real-world". Learning revolves around the individual. Independent reading allows for students to create knowledge based upon what they read and their personal background knowledge. Therefore, the more they read, the better. The Accelerated Reading program supports this type of learning by allowing students to take charge of their reading experience by choosing books that interest them. They are then encouraged to read at their own pace utilizing emergent reading tools made accessible to them, such as group book discussions, book blogs, writing pieces, or even just a simple discussion between teacher and student about the book, etc. It's also important to remember that students use language as a social tool. Students build schema based upon these experiences. Creating opportunities for emergent readers to use language to interepret and discuss books helps to maximize their vocabulary as well as their comprehension overall. (Edington)

Strengths:

Studies have found that it takes several years for young readers to fully master independent reading. Providing individuals with strategies to affectively achieve this is key. With the help of the Accelerated Reader components, students are better able to fulfill these key reading skills. Emerging readers need the assistance AR makes available through the learning process. Without this type of monitoring process, young readers are more likely to fall behind on these key skills. Being able to formulate individualized data through the assessments this program provides creates the perfect avenue to continuously track and monitor reading progress. Both teachers and students are provided with immediate results on quizzes. The wide array of reports available creates valuable discussion paths between educators, students and even parents. Using this information to help students find literature that is unique to their likes interests assists in mastery of basic reading skills. Accelerated Readers also makes it easy to differentiate instruction. The data collected helps to group students according to reading abilities as well as interest levels. Because this is an online program, it is ubiquitous. Students are able to take quizzes anytime and anywhere; teachers and parents are able to track data 24/7. In some cases, providing incentives to younger children like that of achieving a certain number of AR points or passing a certain number of AR quizzes is motivating causing some readers to want to read more.

Accelerated Reader now produces a College and Career Readiness report to support the Common Core Standards. AR uses data to monitor College and Career Readiness. According to Common Core Anchor Standard 10, students are required to read and comprehend complex literacy and information texts independently and proficiently. This program helps students to tackle a variety of text types helping to prepare them for college and career. This report provides the following information:

• Individualized book levels in which students can read with instructional support as well as independently.
• The amount of fiction vs. non-fiction books read.
• Tracks progress to determine if student needs more support when reading fiction and non-fiction text.
• Shows whether or not text is too difficult, and how successful student is with those texts. (Renaissance Learning)

Sample College and Career Readiness Report

Weaknesses:

Although this program seems very effective for assisting in mastery of emergent reading skills, it isn't going to teach students to read. Teachers must learn to use the program effectively in correlation with daily reading instruction for best results. Educators must know how to appropriately teach key reading skills in class to assit students when reading independently.

Time: teachers must consistently pull reports and track data to ensure students are on track to reading appropriate leveled texts. Discussions about books must take place frequently. 

Many research studies find it ineffective for older readers. Studies have found that requiring students to read through an independent reading program actually deters individuals from reading independently. Making it more of a chore than for pleasure.

Although there are thousands of AR titles out there, not all books are testable. Therefore, this causes more work for teachers having to create quizzes for non-testable books.

Because most of the questions are recall type questions, the quizzes available do not require higher level thinking skills. As with many programs today, cost is also an issue.

Although this program is very easy to create motivational techniques, some students from various backgrounds aren't as easily motivated. Therefore, coming up with a motivational strategy for some students might be difficult.

This computer based, reading management tool is effective in holding students accountable in their independent reading process as well as in assisting with producing mastery readers. When introduced at an early age, students are able to get the necessary practice they require in becoming more fluent readers. Consistent reading practice helps with fluency, decoding, vocabulary and comprehension. From my experience, I've found the Accelerated Reader program to be a very valuable tool in helping emergent readers master basic reading skills. Without the components of this program, I feel as if young readers would lack these pertinant skills. Holding students accountable at an early age is necessary in providing the basic stepping stones to becoming an efficient reader. Student have to learn through experience and seem to take the process seriously. The Accelerated Reading program, when implemented appropriately in correlation with other reading curriculum creates a guide for teachers to produce more confident readers.

Personally, I've watched many individuals ranging from 3rd to 5th grade, gain a love for reading in working through this process with them. I believe this program provides the necessary independent reading practice for each individual. Consistently working with children to find books that interest them, that are age-level appropriate to meet their reading needs allows them to feel confident when choosing books to read. Students are excited to share with others the books that they're reading. Encouraging this practice at an early age will most likely create lifelong readers who hold the skills and love for reading, and in turn can create an overall more successful academic experience.

Borman, G.D., Dowling, N.M. (2004). Independent Research Supports the Reading Renaissance Guided Independent Reading Program Theory. http://doc.renlearn.com/KMNet/R003453706GE42D0.pdf

Cullinan, Bernice. (2000). Independent Reading and School Achievement. http://www.ala.org/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume32000/independent

Florida Center for Reading Research. (2004). Accelerated Reader. http://doc.renlearn.com/KMNet/R005582976402579.pdf

Lucas. Jennisen. (2003). AR: Accelerated Reader and Accurate Reflection? https://cdr.lib.unc.edu/indexablecontent?id=uuid:f660124e-d041-4d92-a99c-2f73a889c824&ds=DATA_FILE

Renaissance Learning. (2013). It's a New Day for Accelerated Reader. http://www.renlearn.com/ar/

Renaissance Learning. (2013). Common Core State Standards and Text Complexity: Learn More about Using the Accelerated Reader College and Career Readiness Report. http://www.renlearn.com/textcomplexity/default.aspx

Thompson, Van. (2013). The Importance of Independent Reading in Elementary Schools. http://everydaylife.globalpost.com/importance-independent-reading-elementary-schools-9591.html