Howdy!
I just had two fourth-grade teachers ask me about starting an AR program at my K-6 elementary school. Have any of you had experience with AR? Are any of you using it now? Do you know what would be involved in getting the library/MARC records ready to launch an AR program? Any idea how expensive it might be or how long it would take to establish? Did/do you have positive results using the program? Sorry for all of the questions, but they invited me to attend a meeting with them and our principal tomorrow morning, and I want to be prepared to intelligently discuss the issue.
Thanks for your expertise!
Tracy
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My school (grades 3 - 5) uses AR. At first, I hated it, to be honest. I thought it killed love of reading and made it just another chore for students. However, I have discovered that when it is used correctly, kids really respond well, and do indeed become better readers. It HAS to be used as an incentive program only - which makes it tough on teachers in a way. Also, as a librarian, when students as you for a book "in their level," you always have to first turn it back to what they enjoy reading, and choose a book within their level from there. Along these same lines, I NEVER label books on the outside, or group them by level. That would encourage students to just pick a book simply because it is in their level, not because it interests them. It is time consuming, but if it is used correctly, can be valuable.
Also, a side note: it is NOT server based anymore - It is entirely web-based, which is nice. Also, check out the "Renaissance Home Connect piece - which allows parents to see what's going on with their student, and gives the kids a cool way to keep tabs on their own progress.
It's kind of hard to give a pat yes or no answer in this forum. Starting AR really requires a lot of thought and preparation. If you don't have the books labeled, students become frustrated. Definitely take your time with the decision, and have a consultant come in.
As typically applied, AR sucks the joy right out of reading. I've seen it turn libraries into nothing more than AR warehouses and heard testimonials from kids about how oppressively it's often administered that would break your heart.
Cheryl Hill > Jeffrey HastingsFebruary 9, 2012 at 6:26am
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.
AR is a tool much like a hammer. It can be used to build the Taj Mahal or break rocks to dust. I strongly recommend careful consideration and LOTS of pre-planning. Most schools typically implement the public recognition system (move your name along a wall each time you achieve a book, points...) which is great if you love to read. However, if you struggle to read this reinforces that you are a poor reader in a very public forum. Schools will frequently reward students with trips the "AR" store, give away prizes to the highest point earners. Again, if you are a struggling reader it is very difficult to buy the "good" stuff or win the big prize. Another pitfall, in my opinion, is the public labeling of the library books with reading levels and point values. In my experience, students did not choose books they wanted to read but because they were assigned a reading level by the teacher or based on the number of points. Teachers will often use the AR scores for grades without keeping in mind that there are frequently only 5 or 10 questions. The percentage correct doesn't translate well to the grade book. Miss one question out of 5 and it is difficult to get a passing grade.
All that said, it can be a tool when used carefully to build readers. I had one teacher who did an outstanding job of constructing a program. The program centered on privacy, celebration of personal success and freedom of reading choices. The kids kept personal charts, set personal goals and read anything they wanted to meet that goal. At the end of each period we would celebrate the chart line moving up. The kids enjoyed reading and making us do crazy celebration dances over an upward line.
Good luck! Lara
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 :-)
I like the idea of blogging to encourage reading. I will be the media specialist at a middle school and I hate the AR program. This gives me a starting point since we are becoming a one to one school.
Barb Odanaka > L SamuelsOctober 23, 2009 at 11:45am
I am not a librarian, but as a children's book author, I have been concerned about the ways AR seems to turn reading into another "do it for the reward and reward only" activity. Lara, those are really good points you made about how it can adversely affect struggling readers! How miserable it must be to see one's name as the worst reader in the class.
My son started taught himself to read at age 3, but he would never participate in summer library reading programs. He said he would not be "bribed" to read (his words). I empathize with the struggle to get 21st Century students to put down their techno toys and pick up a book, but reading programs like AR definitely concern me. My personal wish is that more parents (including myself!) put away their laptops, iPhones, etc. for at least 30 mins a day and make family reading a special all-family treat.
Cheryl Hill > Barb OdanakaOctober 24, 2009 at 6:36am
Well like anything there are pros and cons, and certainly, there are pros and cons regarding the Accelerated Reader Program; however, as librarians and classroom teachers in today's world of competing technologies for students’ interests and time, it is a struggle to build a culture of reading within today’s students. Therefore, with careful implementation, Accelerated Reader is a tool for building a culture of reading. When used correctly, AR builds motivation for reading whatever students want to read, pleasurably, individualized to their personal reading ranges from low to high which is called a ZPD--zone of proximal development--according to research, a student's ZPD, reading range is one which produces optimal reading growth, individualized, and tailored to each respective student.
Now, there are those who offer counter debate in discussion not being favorable to the Accelerated Reader Program. Some even say that AR makes a public exhibition of struggling readers. In my humble opinion, I think to the contrary; if handled correctly, this is not so. When students are reading at a range specific to their reading strengths and thus can comprehend what they read successfully, this, indeed is what accelerates their reading.
I'm lucky because no one directs me to implement the Accelerated Reader Program this way or that way, and so I like the way we run AR on my campus--comfortably and carefully; we use AR, but, we don’t obsess about it and/or are consumed by it. I give the students the computerized Star Reading Test to find their individualized, compatible reading range (ZPD); I write their ZPD's on a book mark and explain to them how finding books they want to read within their reading range and taking quizzes to find out how well they understood what they read will grow their reading. I also stress the importance of careful and through reading and sometimes re-reading if necessary, so as to make high scores (85-100%) on their reading quizzes is the vital key to accelerating their reading growth. If students consistently score high on reading quizzes whether a struggling reader who has a low reading range or a student quizzing at the low range of their respective reading range, scoring high on the reading quizzes automatically elevates and grows the reader's reading levels.
I build in an extra scaffold or bridge to cement the learning within the reading prior to testing by allowing students to use hands on's and graphic organizers, See Dinah Zike’s foldable (www.dinah.com) for great ideas. This is an additional way to integrate artsy, hands on’s manipulative which is enjoyable and motivation for students of all ages. Additional students can blog about their books read prior to taking an AR quiz; I created a blog specifically for allowing student to do so.
Renaissance Learning, the creators of the Accelerated Reading Program offers continuous learning based upon the latest research about builds a culture of reading within all students. Updated training details that concentration on solely points as passé. In having students set individual goals, educators have the option of setting goals in three ways by: (1) having reading read within an individualized reading range to grow reading by (2) maintaining reading average of 85 % and above; and (3) acquiring a set number of points based upon and individual goal of students—( points actually equates the length of time spent reading)---the more text within a book, the more time needed to read, thus equating the number of point worth of book.
At the end of the day, if implemented correctly Accelerated Reader Program builds a sense of security and safety within students because they succeed when matched with a book they can actually read. They are empowered to elevate and grow in their reading by quizzing successfully on book quizzes that offer immediate feed-back on how well they have done. Confidence, self-esteem, lifelong reader in upward mobility is a by product.
What do I mean by upward mobility? My students are about 99% poverty, and since
once upon a time, reading for pleasure as a past time leisure endeavor was reserved “only” for the elite, wealthy class--that is why, it is of critical importance to build and develop a culture of reading within the children we serve. At the end of each day, I walk out of my library with a bounce in my step for I feel that I am meeting the reading needs of my students by using a tool which grows them as readers and whets their appetite for wanting to read lots of books.
This whole conversation thread has been so informative -- thanks! I am interviewing at a school that has AR, and coming from one that does not, so it is nice to hear the pros and cons as I proceed. If a child has a book that they would like to read that is not AR, could the student complete an independent project for that book (i.e. write a letter to the author, create an alternate ending, etc) for points? Does anyone who uses AR have experience handling this situation?
Personally, it irks me to no end that projects be associated with reading for pleasure (kind of takes the "pleasure" part out of it if there is a project/grade associated with it), but sometimes you have to do what the administration asks.
Replies
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
Also, a side note: it is NOT server based anymore - It is entirely web-based, which is nice. Also, check out the "Renaissance Home Connect piece - which allows parents to see what's going on with their student, and gives the kids a cool way to keep tabs on their own progress.
It's kind of hard to give a pat yes or no answer in this forum. Starting AR really requires a lot of thought and preparation. If you don't have the books labeled, students become frustrated. Definitely take your time with the decision, and have a consultant come in.
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.
All that said, it can be a tool when used carefully to build readers. I had one teacher who did an outstanding job of constructing a program. The program centered on privacy, celebration of personal success and freedom of reading choices. The kids kept personal charts, set personal goals and read anything they wanted to meet that goal. At the end of each period we would celebrate the chart line moving up. The kids enjoyed reading and making us do crazy celebration dances over an upward line.
Good luck! Lara
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 :-)
My son started taught himself to read at age 3, but he would never participate in summer library reading programs. He said he would not be "bribed" to read (his words). I empathize with the struggle to get 21st Century students to put down their techno toys and pick up a book, but reading programs like AR definitely concern me. My personal wish is that more parents (including myself!) put away their laptops, iPhones, etc. for at least 30 mins a day and make family reading a special all-family treat.
Now, there are those who offer counter debate in discussion not being favorable to the Accelerated Reader Program. Some even say that AR makes a public exhibition of struggling readers. In my humble opinion, I think to the contrary; if handled correctly, this is not so. When students are reading at a range specific to their reading strengths and thus can comprehend what they read successfully, this, indeed is what accelerates their reading.
I'm lucky because no one directs me to implement the Accelerated Reader Program this way or that way, and so I like the way we run AR on my campus--comfortably and carefully; we use AR, but, we don’t obsess about it and/or are consumed by it. I give the students the computerized Star Reading Test to find their individualized, compatible reading range (ZPD); I write their ZPD's on a book mark and explain to them how finding books they want to read within their reading range and taking quizzes to find out how well they understood what they read will grow their reading. I also stress the importance of careful and through reading and sometimes re-reading if necessary, so as to make high scores (85-100%) on their reading quizzes is the vital key to accelerating their reading growth. If students consistently score high on reading quizzes whether a struggling reader who has a low reading range or a student quizzing at the low range of their respective reading range, scoring high on the reading quizzes automatically elevates and grows the reader's reading levels.
I build in an extra scaffold or bridge to cement the learning within the reading prior to testing by allowing students to use hands on's and graphic organizers, See Dinah Zike’s foldable (www.dinah.com) for great ideas. This is an additional way to integrate artsy, hands on’s manipulative which is enjoyable and motivation for students of all ages. Additional students can blog about their books read prior to taking an AR quiz; I created a blog specifically for allowing student to do so.
Renaissance Learning, the creators of the Accelerated Reading Program offers continuous learning based upon the latest research about builds a culture of reading within all students. Updated training details that concentration on solely points as passé. In having students set individual goals, educators have the option of setting goals in three ways by: (1) having reading read within an individualized reading range to grow reading by (2) maintaining reading average of 85 % and above; and (3) acquiring a set number of points based upon and individual goal of students—( points actually equates the length of time spent reading)---the more text within a book, the more time needed to read, thus equating the number of point worth of book.
At the end of the day, if implemented correctly Accelerated Reader Program builds a sense of security and safety within students because they succeed when matched with a book they can actually read. They are empowered to elevate and grow in their reading by quizzing successfully on book quizzes that offer immediate feed-back on how well they have done. Confidence, self-esteem, lifelong reader in upward mobility is a by product.
What do I mean by upward mobility? My students are about 99% poverty, and since
once upon a time, reading for pleasure as a past time leisure endeavor was reserved “only” for the elite, wealthy class--that is why, it is of critical importance to build and develop a culture of reading within the children we serve. At the end of each day, I walk out of my library with a bounce in my step for I feel that I am meeting the reading needs of my students by using a tool which grows them as readers and whets their appetite for wanting to read lots of books.
Personally, it irks me to no end that projects be associated with reading for pleasure (kind of takes the "pleasure" part out of it if there is a project/grade associated with it), but sometimes you have to do what the administration asks.
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