What is an accelerated reader (ar) program (with pictures) electricity news in nigeria

An accelerated reading (AR) program is a program initially developed at the University of Wisconsin, and now marketed by Renaissance Software®. The AR program is designed to encourage young children to read more frequently and to establish lifelong patterns of daily reading. About half the school districts in the US now employ AR programs as part of their elementary school education in reading.

The basic design of AR is fairly simple. Students take a preliminary 10-20 minute quiz, which tests their reading comprehension. They are then scored in what is called a zone of proximal development, which determines what books they should read. For each zone, there are numerous book choices.

In the next step of AR, the child chooses a book in his or her zone and reads it. The child then takes a quiz and either passes or fails it. Each book is not only rated for zone, but also for points, which are assigned to the reader for passing a quiz. Some teachers may require children in an AR program to achieve a certain amount of points during a year. Others simply ask that children take a certain number of quizzes each year.

AR has been linked to higher scoring on standardized tests, and many people support the program. However, claims that AR will establish lifelong reading habits are not proven. Some studies have shown that reading after AR programs have ended, usually by 7th grade, declines. These studies do not necessarily account for other factors that might decrease reading time, like greater homework load, or the hormonal changes that assail young teens.

Some concerns about AR programs have arisen when teachers make rewards based on points. Some children may not choose some of the classic books for kids because they do not have enough “points.” When children choose books on point value only, it rather robs one of the joys of reading. Children who struggle with reading may find themselves frustrated if they cannot pass quizzes within their zone.

Additionally, though schools get a certain number of quizzes when they purchase an AR program, they don’t get all quizzes for all books. Thus students may have reading choice affected by what quizzes are available. Some schools ask parents to donate to the AR program by purchasing quizzes, which are usually about three US dollars (USD) each.

While reading for content is stressed in AR programs, reader for critical analysis is not. Children in later grades, who are good readers, may not be sufficiently challenged by AR questions. Further, some children may interpret content differently and may flunk quizzes by overthinking questions.

AR programs certainly do raise reading comprehension levels on standardized tests, while the programs are in effect. Not all claims about AR tests can, as yet, be verified. Teachers are likely to either support or be opposed to the AR program. Some teachers are happy to see children become more successful readers, but others feel that reading skills cannot be verified only by comprehension. Lifelong reading habits may not be encouraged, according to some teachers, by reducing reading to a system of points and rote learning.

12 books in four days and get 100 percent on each. I don’t even know if it’s possible. He really only needs to test on three more books, just to make his point goal, so they can’t say he didn’t make it. Who cares anymore about the average comp percentage at this time ?

Poor buddy. He has pulled many books off the shelf, and I’ve had to tell him no, because it’s above his level. He hates to read, and with this low score because he is now also omitted from an AR Party (because he will not meet his 85 percent comprehension average for this nine week grading period.)

This makes it tough. He is learning to read better, but this AR crap just squishes any desire to read out of him. I have to have my own motivation system at home. For us, because of so much homework, we have to be choosy and make sure we choose the right AR books for his AR goals. We don’t have extra time to really read the books that he has shown interest in. This summer will be better: no homework demands, and really reading what he wants to help him become a more fluent reader.

are “required” to read a number of books or have a certain number of points for a class grade are more likely to resent the program — and eventually reading for enjoyment. Guidelines shared by the Renaissance Learning company state that grades should not be tied to the program, but many school districts do this as an excuse. Teachers say that they cannot read ‘every book’ that students read and cannot determine if a student has shown competency in reading without a test and a grade. This is essentially a naive approach to the instruction of reading.

To learn more about what you, as a parent or teacher, might be able to do about this problem of AR / RC destroying a child’s enjoyment of reading, I suggest that you read: “Readicide: How Schools are Killing Reading and What You Can Do about it” by Kelly Gallagher and “Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A’s, Praise, and Other Bribes” by Alfie Kohn. Both of these authors have websites to review additional content and to learn ways to help schools move beyond this insanity.

On the bright side: with budget cuts being made, the cost of maintaining the Renaissance Learning (AR program) is staggering. By eliminating this unnecessary program from the school’s budget and returning to traditional reading, discussion, and creative thinking skills applied to the evaluation of a book, perhaps our children will once again learn the happiness of reading for enjoyment.

Lower-level, reading comprehension multiple choice questions are presented and there is no evidence that the student truly understands what has been read–or if they simply have learned to take a multiple choice test. Some children have read books, taken tests, and then later re-read a book and when they find out that they’ve already taken the test, they have told me, "I don’t remember reading the book or taking the test before now." If a child / student truly understands the book and if the student has developed a love of reading and the literature that has been read, they usually remember the book.

I would certainly ask the teacher to share with me the results of their workshop experience through Renaissance Learning and where they attended their training sessions. If they do not understand what you’re talking about or cannot show you that they have been trained in the use of the program, I would certainly ask the school board to investigate the obvious "waste of school funding" for a program that is not research-based and is not being implemented correctly to encourage the development for a life-time love of reading.

As a parent, you have the right to ask for alternatives to the AR program, and if a teacher is "too busy" to read and discuss the book with the class, then perhaps we are trying to stuff too much nonsense into the curriculum in order to "teach to the test" at the end of the year.