The purpose of this study, which took place in an elementary school and included seven first grade classes, eight second grade classes, and one autistic class as the sample (n = 16), was to determine the success of the Accelerated Reader (AR) program by examining the way in which teachers implemented the program and studying the relationship between that implementation and student success, as measured by the percent of student quizzes passed and the average book level read by the students in the class. Three variables were researched and compared: the kind and amount of each participant's training with AR, the amount and the kind of reading motivation techniques that each participant used with their classes to encourage the use of AR, and each participant's attitude toward AR. The participants received surveys with instructions to complete and return them to the researcher's mailbox in the school's main office. Survey responses were recorded in tables and descriptively analyzed for their results. However, no correlations could be made between the variables studied and the degree of student success as recorded in the AR Management program.
","abstract_html":"<p>The purpose of this study, which took place in an elementary school and included seven first grade classes, eight second grade classes, and one autistic class as the sample (<em>n</em> = 16), was to determine the success of the Accelerated Reader (AR) program by examining the way in which teachers implemented the program and studying the relationship between that implementation and student success, as measured by the percent of student quizzes passed and the average book level read by the students in the class. Three variables were researched and compared: the kind and amount of each participant's training with AR, the amount and the kind of reading motivation techniques that each participant used with their classes to encourage the use of AR, and each participant's attitude toward AR. The participants received surveys with instructions to complete and return them to the researcher's mailbox in the school's main office. Survey responses were recorded in tables and descriptively analyzed for their results. However, no correlations could be made between the variables studied and the degree of student success as recorded in the AR Management program.</p>","abstract_has_math":false,"creators":["Lenko, Sarah L."],"institution":null,"degree_name":"M.A. in School and Public Librarianship","degree_level":"Thesis","degree_discipline":"Special Educational Services/Instruction","degree_department":null,"school":null,"contributors":["Shontz, Marilyn"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2005,"date_issued":"2005-05-13T07:00:00Z","date_published":"2005-05-13T07:00:00Z","updated_at":"2026-07-24T04:13:58Z","subjects":["Reading (Elementary); Reading teachers","Library and Information Science"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/1028","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Shontz, Marilyn"]},{"key":"dc:creator","label":"Author","values":["Lenko, Sarah L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-04-13T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Special Educational Services/Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. in School and Public Librarianship"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Reading (Elementary); Reading teachers","Library and Information Science"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/1028"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study, which took place in an elementary school and included seven first grade classes, eight second grade classes, and one autistic class as the sample (n = 16), was to determine the success of the Accelerated Reader (AR) program by examining the way in which teachers implemented the program and studying the relationship between that implementation and student success, as measured by the percent of student quizzes passed and the average book level read by the students in the class. Three variables were researched and compared: the kind and amount of each participant's training with AR, the amount and the kind of reading motivation techniques that each participant used with their classes to encourage the use of AR, and each participant's attitude toward AR. The participants received surveys with instructions to complete and return them to the researcher's mailbox in the school's main office. Survey responses were recorded in tables and descriptively analyzed for their results. However, no correlations could be made between the variables studied and the degree of student success as recorded in the AR Management program.
"]},{"key":"dc:title","label":"Title","values":["Effects of teachers' active role in Accelerated Reader with elementary students"]}]}],"canonical_facts":{"dc:contributor":["Shontz, Marilyn"],"dc:creator":["Lenko, Sarah L."],"dc:date.available":["2016-04-13T07:00:00Z"],"dc:description.abstract":["The purpose of this study, which took place in an elementary school and included seven first grade classes, eight second grade classes, and one autistic class as the sample (n = 16), was to determine the success of the Accelerated Reader (AR) program by examining the way in which teachers implemented the program and studying the relationship between that implementation and student success, as measured by the percent of student quizzes passed and the average book level read by the students in the class. Three variables were researched and compared: the kind and amount of each participant's training with AR, the amount and the kind of reading motivation techniques that each participant used with their classes to encourage the use of AR, and each participant's attitude toward AR. The participants received surveys with instructions to complete and return them to the researcher's mailbox in the school's main office. Survey responses were recorded in tables and descriptively analyzed for their results. However, no correlations could be made between the variables studied and the degree of student success as recorded in the AR Management program.
"],"dc:identifier":["https://rdw.rowan.edu/etd/1028"],"dc:subject":["Reading (Elementary); Reading teachers","Library and Information Science"],"dc:title":["Effects of teachers' active role in Accelerated Reader with elementary students"],"thesis:degree_discipline":["Special Educational Services/Instruction"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in School and Public Librarianship"]},"updated_at":"2026-07-24T04:13:58Z"}