The Accelerated Reader program and ITBS normal curve equivalents for reading, mathematics, and language of sixth-grade students

Teresa Gibson Spradley

Abstract

This study was conducted to determine if there was any significant difference in the ITBS Total Reading, Total Math, and Total Language NCEs of sixth-grade students who utilized Accelerated Reader and those who did not. In addition, the relationship of economic status and gender to the students' scores was tested. The experimental group consisted of the 47 students in the sixth grade of one elementary school which utilized Accelerated Reader . The control group of 47 sixth graders were randomly selected from the remaining three elementary schools in the same district that did not use Accelerated Reader . Data collected from school records consisted of the students' ITBS Total Reading, Total Math, and Total Language NCEs, gender, and economic status. Statistical analysis of data was completed utilizing the analysis of covariance and the multiple linear regression techniques. The study found significant increases in the Total Reading and Total Language NCEs of the students who utilized Accelerated Reader . No significant increases were found in the Total Math NCEs of the total group of students utilizing Accelerated Reader . However, significantly higher achievement test scores for reading, math, and language were attained by participating students from the above poverty level economic status who utilized Accelerated Reader . For students from the above poverty level economic status who did not use the Accelerated Reader , significant increases in their math and language scores were found. There were no significant differences between the achievement test scores of the males and females.