Acclerated Reader #4

Putnam, S. Michael (2005). Computer-based reading technology in the classroom: The affective influence of performance contingent point accumulation on 4th grade students. Reading Research and Instruction, 45, 19-38.

The purpose of this study was to examine the relationship between the number of Accelerated Reader (A.R.) points earned by students and their level of self-efficacy and the value of reading. Self-efficacy was defined as what an individual believes he/she can do rather than his/her actual ability or skill. The value of reading refers to the importance or value reading has to an individual, that he/she has a positive attitude toward reading. Questions addressed in the study were: “Did students who accumulated differing amounts of Accelerated Reader points demonstrate different levels of self-efficacy? Did a relationship exist between the number of points accumulated and the students’ value of reading?” The study was conducted at a Midwest suburban elementary school with a largely Caucasian middle class population. The participants were the 4th grade students at the school, with approximately 60% of the subjects being female. Reading self-efficacy and reading value were measured through the Reading Survey portion of the Motivation to Read Profile. The MRP is four-point response scale with the most positive responses receiving the maximum points. The study was conducted over a continuous fourteen-week period. The MRP was administered during week one and again at the end of the fourteenth week. An Analysis of Variance (ANOVA) was used to analyze group scores in both the pre and post-tests. Students in Group A (earning more than 35 A.R. points) showed an increase in self-efficacy from pre to post-test. Group B (mid-level point accumulation) demonstrated decreases in both self-efficacy and reading value. Group C (fewest A.R. points earned) scored the lowest scores of self-efficacy and reading value. The researcher partially accomplished his intentions. He did show that there was a positive correlation between the number of A.R. points earned and the level of self-efficacy in Groups A and C, but not in Group B. However, all three groups decreased in the reading values scores from the pre to post-test. The researcher believes that this may be an indication of A.R. points being viewed by the students as an extrinsic motivator. Extrinsic motivators (i.e., rewards) have been shown to have less value to students than activities that are intrinsically motivated (no obvious external incentives).

This study represents a comparative design, which is non-experimental. Because of the nature of the convenience sample selected (middle class Caucasian students), it is difficult to generalize these results to other students, even other 4th graders. The sample size was also small (68 students) and not randomly selected. The pre-test itself could be considered a threat to the internal validity of the study. The survey questions themselves might have stimulated the students to think about the subject and perhaps change their attitudes. Environmental facts such as instruction and feedback may have had an affect on the subjects’ attitudes.

I would agree that the points earned through the Accelerated Reader program would be extrinsic motivators. My hope is that in using the program and reading self-selected books, my students will realize that reading can be an enjoyable activity. The points, while important to my students, are really secondary to my true dual purpose- to improve the student's reading ability and to cultivate a love of reading.