Gaston County Schools provide a powerful computer program called Accelerated Reader (AR) that teaches students much more than reading and building vocabulary by helping them gain an early understanding of how to succeed in school.
Once students can read, especially in first grade, AR gives them the opportunity to compete with their own ability to reach higher reading levels if taught how to use the reports at the end of tests. Personal responsibility, pride and a good work ethic become instilled in students as they monitor their own progress and achievements.
By following the routine of taking AR tests to achieve goals, children share power over their education with teachers and parents. Students read and study a book at school or at home before they log onto the school computer to take a reading practice quiz and vocabulary quiz. They receive instant feedback in TOPS reports and can learn to study and interpret their progress. They can monitor their average score (grade), average reading level, points earned and the number of words they’ve successfully read, which can rise into the thousands and hundreds of thousands. They can learn how difficult it is to pull a low average up.
AR statistics can be used to reinforce math concepts. Students can subtract their number of points from a point goal to see how many they need to achieve a goal. They can add to their own reading level graph each nine weeks to see their level improve. Test scores are reported as “percent correct” to help children understand percentages. Students can average test scores to see how the computer came up with their averages. In upper elementary, teachers can use anonymous examples of student reports in a mock employee hiring for an imaginary company to determine the best candidate for a job by comparing number of tests taken, scores and reading levels.
Students get personalized instruction through reading books independently on their level and personal interests. In the beginning, they can read to or with someone until becoming an independent reader. Ample time is needed to read at home and at school during self-selected reading. Teachers need to give students time and supervision to take tests. Students sometimes need help with a word on a test (but obviously not with answers) because tests include words that are not in the book, thus providing another opportunity to build vocabulary.
Higher reading and vocabulary levels will facilitate understanding of components of the N.C. common core state standards for instruction such as science, social studies, math, healthful living, information and technology, and arts. Literate students will be better able to analyze, interpret, describe, explain, compare and contrast, predict, question, identify, determine, comprehend, cite evidence, discuss and write, all processes they are being asked to use on state tests. Literature adds to students’ knowledge of history and current events. Reading and vocabulary tests improve critical thinking and test-taking skills, as well as preparing children for life. Well-read students in early grades will have earlier opportunities to enjoy advanced learning.
Not every book a child would love to read has an AR test, nor should they be required to read only books that have tests available. AR provides tests for nonfiction, as well as fiction, to cater to student interests. It is not a complete language arts program, but is an effective teaching tool.
Volunteers are useful to help children beginning to use AR to learn to study and prepare for tests by listening to them read, asking questions about the book, making sure they know all the words, and sometimes assisting with the computer. It is a totally rewarding experience for the volunteer, as well as the students and teachers. I hope educators, parents and volunteers will support AR in our schools this school year.
Perry is a retired educator who now spends some of her time volunteering. She lives in Mount Holly.