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The (Lack of ) Experimental Evidence Supporting the Use of accelerated reader Stephen KrashenJournal of Children's Literature (2003) vol .29 (2): 9, pp. 16-30. The purpose of this paper is to review the Experimental Evidence on accelerated reader (AR), probably the best-known reading management program. accelerated reader consists of the following elements: - Additional time for reading is provided, along with - Increased access to books. - Children take computerized tests on what they read and earn points. - Children can exchange their points for prizes. If we wish to study the effect of these programs scientifically, we should compare groups that are very similar to each other, and that receive treatments that differ only with respect to the factor of interest. Thus, in the case of AR, it would be useful to study the impact of treatments that differ with respect to each of the four components. The research literature has already provided us with some of what we need. There is consistent Evidence that those who have more access to books read more (Krashen, 1993), and that those students who are provided with more time to do recreational reading ( sustained silent reading programs) show better gains in reading achievement than comparison students.
The (Lack of ) Experimental Evidence Supporting the Use of Accelerated Reader Stephen Krashen Journal of Children's Literature (2003) vol .29 (2): 9, pp. 16-30.
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