Computer-assisted assessment of practice at reading: a large scale survey using accelerated reader data

Keith J. Topping, Terry D. Paul

    Research output: Contribution to journalArticle

    12 Citations (Scopus)

    Abstract

    This study explores the relationship between practice at reading, student reading performance, and organizational features of the school system. Data generated through a program for computer-assisted student self-assessment of reading comprehension (The Accelerated Reader) were gathered as a measure of reading practice for over 659,000 students in grades K-12 in one school year. Students and states performing high and low on reading tests were compared. The data suggested that student reading ability was strongly positively related to amount of in-school reading practice. The time allocated in school to reading practice on self-selected materials declined after grades 5/6. The amount of reading practice was negatively correlated with school size. More reading practice occurred in private than in public schools. Implications for action are discussed.
    Original languageEnglish
    Pages (from-to)213-231
    Number of pages19
    JournalReading & Writing Quarterly
    Volume15
    Issue number3
    DOIs
    Publication statusPublished - 1999

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