I run personalised reading programmes for all students from UK Y5-Y11. I do not use AR and from anecdotal evidence would choose not to. Getting kids blogging about their reading e.g. setting up an account on goodreads.com is far more 21stcentury relevant and leads to far more reader-independance. Struggling readers,including ELL follow remedial programmes run jointly between EAL specialists, English dept and the library, with a strong home-link. This forms a strong support team covering all the bases.
And talking of crazy celebration dances... I try and fit one of those into EVERY day in my library - there are SO many things to cleelbrate with my readers :-)
Hello, catching up on my long overdue correspondences needing a reply:
Well, if you read carefully, my sentiments as stated---careful planning of implementation with lots of built in flexibility promoting quality of reading does not sacrifice building the love of reading based upon student interest. Actually, it allows the librarian to still promote the love of reading along with, at the same time giving collaborative support to the goals of the school/school district; and in particular, the classroom teacher in meeting/his/her goals to build competence readers while still loving to read books.
Hence, like it or not, in any instance whenever school librarians are able to tie the library with the expected reading literacy goals of the school, the librarian is perceived even more as being essential, thus saving his/her role as school librarian. I retired last June and my role as school librarian was never in jeopardy----plus, the position was not closed upon my retirement.
Go with free-voluntary reading instead. The research is with it, and look what it can do. http://www.sdkrashen.com/handouts/88Generalizations/index.html