Date Approved
6-15-2003
Embargo Period
5-5-2016
Document Type
Thesis
Degree Name
M.A. in School and Public Librarianship
Department
Special Educational Services/Instruction
College
College of Education
Advisor
Shontz, Marilyn
Subject(s)
Fifth grade (Education); Reading (Elementary)
Disciplines
Library and Information Science
Abstract
The purposes of this qualitative research were to (a) determine if the Renaissance Accelerated Reader program provided motivation for fifth grade students to read beyond the classroom; and (b) to determine if the Accelerated Reader program acted as a catalyst to affect changes in students' reading behaviors as a result of extrinsic rewards. Seventy-six students participated in the study between October 2002 and March 2003. Results showed that students were clearly motivated by extrinsic rewards and preferred choosing to read books on the Accelerated Reader list to those that did not have an accompanying A.R. quiz. Rewards, points and recognition were the primary motivating factors that encouraged students to participate in the Accelerated Reader program; however, there were some drawbacks for poor or reluctant readers, and the success of the Accelerated Reader program as a motivator for students to read may be a short-lived experience. Further research is recommended to determine how students from the intermediate school, who participated in the Accelerated Reader program, progress once they reach seventh and eighth grade where the program is not in place.
Recommended Citation
Girard, Paula A., "Does the Accelerated Reader program motivate fifth grade students to read beyond the classroom?" (2003). Theses and Dissertations. 1307.
https://rdw.rowan.edu/etd/1307
