Perceptions of accelerated reader in a middle school

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dc.contributor.authorCasamajor, Jacques
dc.date.accessioned2025-07-11T23:38:05Z
dc.date.available2025-07-11T23:38:05Z
dc.date.issued2010
dc.description.abstractThis action research case study was undertaken to investigate the apparent uneven student participation at a suburban middle school in Accelerated Reader, a computerized reading management program. A combination of qualitative methods, including surveys, interviews and observations, and quantitative measures, such as standardized tests and student reading achievement were employed in an attempt to understand overall student and teacher perception of the program's implementation. The project includes four in depth student case studies that shed light on the complex mix of academic, social, and familial factors that influence reading motivation. The data revealed a disconnect between teacher and student expectations, and suggested that the current implementation of Accelerated Reader is not effective for increasing reading motivation and skills for all students.
dc.identifier.urihttps://hdl.handle.net/20.500.11803/4102
dc.language.isoen
dc.publisher.institutionJohn F. Kennedy University (JFKU)
dc.subjectTeaching
dc.titlePerceptions of accelerated reader in a middle school
dc.typeThesis
thesis.degree.disciplineTeaching
thesis.degree.grantorJohn F. Kennedy University (JFKU)
thesis.degree.levelMasters
thesis.degree.nameMaster of Arts
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