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You searched for subject:(accelerated reader). Showing records 1 – 19 of 19 total matches.

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Mississippi State University

1. Campbell, Natalie Cathalyn. Antecedents to disposition to trust: Online assessment as an enabler of individualized instruction.

Degree: PhD, Instructional Systems and Workforce Development, 2017, Mississippi State University

  The study investigated the antecedents to disposition to trust with regard to the Accelerated Reader program. The areas considered were teachers experience, teachers peer… (more)

Subjects/Keywords: accelerated reader; trust

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APA (6th Edition):

Campbell, N. C. (2017). Antecedents to disposition to trust: Online assessment as an enabler of individualized instruction. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-06292017-091724/ ;

Chicago Manual of Style (16th Edition):

Campbell, Natalie Cathalyn. “Antecedents to disposition to trust: Online assessment as an enabler of individualized instruction.” 2017. Doctoral Dissertation, Mississippi State University. Accessed April 22, 2019. http://sun.library.msstate.edu/ETD-db/theses/available/etd-06292017-091724/ ;.

MLA Handbook (7th Edition):

Campbell, Natalie Cathalyn. “Antecedents to disposition to trust: Online assessment as an enabler of individualized instruction.” 2017. Web. 22 Apr 2019.

Vancouver:

Campbell NC. Antecedents to disposition to trust: Online assessment as an enabler of individualized instruction. [Internet] [Doctoral dissertation]. Mississippi State University; 2017. [cited 2019 Apr 22]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-06292017-091724/ ;.

Council of Science Editors:

Campbell NC. Antecedents to disposition to trust: Online assessment as an enabler of individualized instruction. [Doctoral Dissertation]. Mississippi State University; 2017. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-06292017-091724/ ;


Mississippi State University

2. Brown, Kenyartic LeWon. THE IMPACT OF ACCELERATED READER (AR) PROGRAM ON STUDENTS' MCT READING SCORES.

Degree: EdD, Education, College of, 2010, Mississippi State University

  This study was needed to determine if the Accelerated Reader (AR) program made a positive impact in schools, which were attempting to increase student… (more)

Subjects/Keywords: accelerated reader; annova

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APA (6th Edition):

Brown, K. L. (2010). THE IMPACT OF ACCELERATED READER (AR) PROGRAM ON STUDENTS' MCT READING SCORES. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-11192010-170550/ ;

Chicago Manual of Style (16th Edition):

Brown, Kenyartic LeWon. “THE IMPACT OF ACCELERATED READER (AR) PROGRAM ON STUDENTS' MCT READING SCORES.” 2010. Doctoral Dissertation, Mississippi State University. Accessed April 22, 2019. http://sun.library.msstate.edu/ETD-db/theses/available/etd-11192010-170550/ ;.

MLA Handbook (7th Edition):

Brown, Kenyartic LeWon. “THE IMPACT OF ACCELERATED READER (AR) PROGRAM ON STUDENTS' MCT READING SCORES.” 2010. Web. 22 Apr 2019.

Vancouver:

Brown KL. THE IMPACT OF ACCELERATED READER (AR) PROGRAM ON STUDENTS' MCT READING SCORES. [Internet] [Doctoral dissertation]. Mississippi State University; 2010. [cited 2019 Apr 22]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-11192010-170550/ ;.

Council of Science Editors:

Brown KL. THE IMPACT OF ACCELERATED READER (AR) PROGRAM ON STUDENTS' MCT READING SCORES. [Doctoral Dissertation]. Mississippi State University; 2010. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-11192010-170550/ ;


The Ohio State University

3. White, W. Quinn. An investigation of the accelerated reader program in one small school district: students', teachers', and administrators' perceptions.

Degree: PhD, Educational Theory and Practice, 2005, The Ohio State University

 This qualitative study explored the perceptions of students, teachers, and principals from one small school district regarding the Accelerated Reader program (AR). Specifically, the study… (more)

Subjects/Keywords: Accelerated Reader

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APA (6th Edition):

White, W. Q. (2005). An investigation of the accelerated reader program in one small school district: students', teachers', and administrators' perceptions. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1133211638

Chicago Manual of Style (16th Edition):

White, W Quinn. “An investigation of the accelerated reader program in one small school district: students', teachers', and administrators' perceptions.” 2005. Doctoral Dissertation, The Ohio State University. Accessed April 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1133211638.

MLA Handbook (7th Edition):

White, W Quinn. “An investigation of the accelerated reader program in one small school district: students', teachers', and administrators' perceptions.” 2005. Web. 22 Apr 2019.

Vancouver:

White WQ. An investigation of the accelerated reader program in one small school district: students', teachers', and administrators' perceptions. [Internet] [Doctoral dissertation]. The Ohio State University; 2005. [cited 2019 Apr 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1133211638.

Council of Science Editors:

White WQ. An investigation of the accelerated reader program in one small school district: students', teachers', and administrators' perceptions. [Doctoral Dissertation]. The Ohio State University; 2005. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1133211638

4. Strang, Wendy. Using Accelerated Reader to Compare the Amount of Reading with Reading Growth .

Degree: 2012, California State University – San Marcos

 The purpose of this research is to determine a level of correlation between the use of accelerated reader and the amount of reading growth of… (more)

Subjects/Keywords: Renaissance Learning; Accelerated Reader; Reading Growth

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APA (6th Edition):

Strang, W. (2012). Using Accelerated Reader to Compare the Amount of Reading with Reading Growth . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/241

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Strang, Wendy. “Using Accelerated Reader to Compare the Amount of Reading with Reading Growth .” 2012. Thesis, California State University – San Marcos. Accessed April 22, 2019. http://hdl.handle.net/10211.8/241.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Strang, Wendy. “Using Accelerated Reader to Compare the Amount of Reading with Reading Growth .” 2012. Web. 22 Apr 2019.

Vancouver:

Strang W. Using Accelerated Reader to Compare the Amount of Reading with Reading Growth . [Internet] [Thesis]. California State University – San Marcos; 2012. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/10211.8/241.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Strang W. Using Accelerated Reader to Compare the Amount of Reading with Reading Growth . [Thesis]. California State University – San Marcos; 2012. Available from: http://hdl.handle.net/10211.8/241

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Southern California

5. Gomez, Frank, II. English language learners utilizing the accelerated reader program.

Degree: EdD, Education, 2009, University of Southern California

 The purpose of this study was to evaluate the impact (positive, negative, or neutral) of Accelerated Readers (AR), a standard based intervention, on the academic… (more)

Subjects/Keywords: accelerated reader; English language learners; CST

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APA (6th Edition):

Gomez, Frank, I. (2009). English language learners utilizing the accelerated reader program. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/254839/rec/2371

Chicago Manual of Style (16th Edition):

Gomez, Frank, II. “English language learners utilizing the accelerated reader program.” 2009. Doctoral Dissertation, University of Southern California. Accessed April 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/254839/rec/2371.

MLA Handbook (7th Edition):

Gomez, Frank, II. “English language learners utilizing the accelerated reader program.” 2009. Web. 22 Apr 2019.

Vancouver:

Gomez, Frank I. English language learners utilizing the accelerated reader program. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Apr 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/254839/rec/2371.

Council of Science Editors:

Gomez, Frank I. English language learners utilizing the accelerated reader program. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/254839/rec/2371


Mississippi State University

6. Waddell, Suzanne McKee. THE IMPACT OF THE ACCELERATED READER SOFTWARE ON THE READING ACHIEVEMENT OF THIRD GRADE STUDENTS IN A RURAL SOUTHEASTERN MISSISSIPPI SCHOOL DISTRICT.

Degree: PhD, Instructional Systems and Workforce Development, 2010, Mississippi State University

  This study was conducted to determine if a significant difference existed based on the reading achievement of 3rd grade students as measured by the… (more)

Subjects/Keywords: accelerated reader; literacy assessments; reading achievement

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APA (6th Edition):

Waddell, S. M. (2010). THE IMPACT OF THE ACCELERATED READER SOFTWARE ON THE READING ACHIEVEMENT OF THIRD GRADE STUDENTS IN A RURAL SOUTHEASTERN MISSISSIPPI SCHOOL DISTRICT. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-11032010-130239/ ;

Chicago Manual of Style (16th Edition):

Waddell, Suzanne McKee. “THE IMPACT OF THE ACCELERATED READER SOFTWARE ON THE READING ACHIEVEMENT OF THIRD GRADE STUDENTS IN A RURAL SOUTHEASTERN MISSISSIPPI SCHOOL DISTRICT.” 2010. Doctoral Dissertation, Mississippi State University. Accessed April 22, 2019. http://sun.library.msstate.edu/ETD-db/theses/available/etd-11032010-130239/ ;.

MLA Handbook (7th Edition):

Waddell, Suzanne McKee. “THE IMPACT OF THE ACCELERATED READER SOFTWARE ON THE READING ACHIEVEMENT OF THIRD GRADE STUDENTS IN A RURAL SOUTHEASTERN MISSISSIPPI SCHOOL DISTRICT.” 2010. Web. 22 Apr 2019.

Vancouver:

Waddell SM. THE IMPACT OF THE ACCELERATED READER SOFTWARE ON THE READING ACHIEVEMENT OF THIRD GRADE STUDENTS IN A RURAL SOUTHEASTERN MISSISSIPPI SCHOOL DISTRICT. [Internet] [Doctoral dissertation]. Mississippi State University; 2010. [cited 2019 Apr 22]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-11032010-130239/ ;.

Council of Science Editors:

Waddell SM. THE IMPACT OF THE ACCELERATED READER SOFTWARE ON THE READING ACHIEVEMENT OF THIRD GRADE STUDENTS IN A RURAL SOUTHEASTERN MISSISSIPPI SCHOOL DISTRICT. [Doctoral Dissertation]. Mississippi State University; 2010. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-11032010-130239/ ;


University of Limerick

7. Moran, Catherine (Kathleen). Implementation of the accelerated reader program in a designated disadvantaged second-level school : a case study.

Degree: Education and Professional Studies, 2009, University of Limerick

non-peer-reviewed

The purpose of this study was to determine whether a specific computer-based reading development programme i.e. the Accelerated Reader Program, when implemented through a… (more)

Subjects/Keywords: accelerated reader programme; ICT; education; second level school

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APA (6th Edition):

Moran, C. (. (2009). Implementation of the accelerated reader program in a designated disadvantaged second-level school : a case study. (Thesis). University of Limerick. Retrieved from http://hdl.handle.net/10344/456

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Moran, Catherine (Kathleen). “Implementation of the accelerated reader program in a designated disadvantaged second-level school : a case study.” 2009. Thesis, University of Limerick. Accessed April 22, 2019. http://hdl.handle.net/10344/456.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Moran, Catherine (Kathleen). “Implementation of the accelerated reader program in a designated disadvantaged second-level school : a case study.” 2009. Web. 22 Apr 2019.

Vancouver:

Moran C(. Implementation of the accelerated reader program in a designated disadvantaged second-level school : a case study. [Internet] [Thesis]. University of Limerick; 2009. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/10344/456.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Moran C(. Implementation of the accelerated reader program in a designated disadvantaged second-level school : a case study. [Thesis]. University of Limerick; 2009. Available from: http://hdl.handle.net/10344/456

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Bowling Green State University

8. Francis, Karen E. Teachers’ Perceptions of the Accelerated Reader Program.

Degree: MEd, Reading, 2009, Bowling Green State University

  The purpose of this study was to determine how teachers perceived the Accelerated Reader program. The Accelerated Reader program is one tool that many… (more)

Subjects/Keywords: Teacher Education; Accelerated Reader; Renaissance Learning; teachers' perceptions; AR

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APA (6th Edition):

Francis, K. E. (2009). Teachers’ Perceptions of the Accelerated Reader Program. (Masters Thesis). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1237739359

Chicago Manual of Style (16th Edition):

Francis, Karen E. “Teachers’ Perceptions of the Accelerated Reader Program.” 2009. Masters Thesis, Bowling Green State University. Accessed April 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1237739359.

MLA Handbook (7th Edition):

Francis, Karen E. “Teachers’ Perceptions of the Accelerated Reader Program.” 2009. Web. 22 Apr 2019.

Vancouver:

Francis KE. Teachers’ Perceptions of the Accelerated Reader Program. [Internet] [Masters thesis]. Bowling Green State University; 2009. [cited 2019 Apr 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1237739359.

Council of Science Editors:

Francis KE. Teachers’ Perceptions of the Accelerated Reader Program. [Masters Thesis]. Bowling Green State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1237739359


University of Tennessee – Knoxville

9. Boone, LaDonna Stout. Agony or Ecstasy: A Mixed Methods Study of the Accelerated Reader Program and Students' Attitudes Toward Reading.

Degree: 2017, University of Tennessee – Knoxville

 The impetus for this study was to determine how Accelerated Reader influences the reading attitudes of fourth grade students of varied reading proficiencies who had… (more)

Subjects/Keywords: Accelerated Reader; Motivation; Mixed Methods; Elementary; Curriculum and Instruction

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APA (6th Edition):

Boone, L. S. (2017). Agony or Ecstasy: A Mixed Methods Study of the Accelerated Reader Program and Students' Attitudes Toward Reading. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/4736

Chicago Manual of Style (16th Edition):

Boone, LaDonna Stout. “Agony or Ecstasy: A Mixed Methods Study of the Accelerated Reader Program and Students' Attitudes Toward Reading.” 2017. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed April 22, 2019. https://trace.tennessee.edu/utk_graddiss/4736.

MLA Handbook (7th Edition):

Boone, LaDonna Stout. “Agony or Ecstasy: A Mixed Methods Study of the Accelerated Reader Program and Students' Attitudes Toward Reading.” 2017. Web. 22 Apr 2019.

Vancouver:

Boone LS. Agony or Ecstasy: A Mixed Methods Study of the Accelerated Reader Program and Students' Attitudes Toward Reading. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2017. [cited 2019 Apr 22]. Available from: https://trace.tennessee.edu/utk_graddiss/4736.

Council of Science Editors:

Boone LS. Agony or Ecstasy: A Mixed Methods Study of the Accelerated Reader Program and Students' Attitudes Toward Reading. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2017. Available from: https://trace.tennessee.edu/utk_graddiss/4736


Texas Tech University

10. Renken, Laura. THE EFFICACY OF ACCELERATED READER AS A READING COMPREHENSION INTERVENTION: A META-ANALYTIC REVIEW.

Degree: PhD, Educational Psychology, 2018, Texas Tech University

 The utilization of effective interventions for reading comprehension is of great importance to educational professionals. Accelerated Reader (also known as AR 360) is advertised as… (more)

Subjects/Keywords: Meta-analysis; Accelerated Reader; reading comprehension; state achievement tests

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APA (6th Edition):

Renken, L. (2018). THE EFFICACY OF ACCELERATED READER AS A READING COMPREHENSION INTERVENTION: A META-ANALYTIC REVIEW. (Doctoral Dissertation). Texas Tech University. Retrieved from http://hdl.handle.net/2346/82102

Chicago Manual of Style (16th Edition):

Renken, Laura. “THE EFFICACY OF ACCELERATED READER AS A READING COMPREHENSION INTERVENTION: A META-ANALYTIC REVIEW.” 2018. Doctoral Dissertation, Texas Tech University. Accessed April 22, 2019. http://hdl.handle.net/2346/82102.

MLA Handbook (7th Edition):

Renken, Laura. “THE EFFICACY OF ACCELERATED READER AS A READING COMPREHENSION INTERVENTION: A META-ANALYTIC REVIEW.” 2018. Web. 22 Apr 2019.

Vancouver:

Renken L. THE EFFICACY OF ACCELERATED READER AS A READING COMPREHENSION INTERVENTION: A META-ANALYTIC REVIEW. [Internet] [Doctoral dissertation]. Texas Tech University; 2018. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/2346/82102.

Council of Science Editors:

Renken L. THE EFFICACY OF ACCELERATED READER AS A READING COMPREHENSION INTERVENTION: A META-ANALYTIC REVIEW. [Doctoral Dissertation]. Texas Tech University; 2018. Available from: http://hdl.handle.net/2346/82102

11. Elmore, Olivia Carol. Analysis of the principal's perceptions of the implementation and impact of the accelerated reader and other selected reading strategies used by Texas gold performance elementary schools.

Degree: 2005, Texas A&M University

 Knowledge of the implementation practices of successful elementary schools will be beneficial to other elementary principals who seek to improve student success in reading. This… (more)

Subjects/Keywords: Education; Reading Improvement; Principal; Accelerated Reader

…Overview of Accelerated Reader................................................. V 73 73 73 74… …Responses to Part 1 Question 8: Our School Uses Accelerated Reader (AR) to Improve… …Student Success in Reading (Implementation: Accelerated Reader)… …Part 1 Question 8: Our School Uses Accelerated Reader (AR) to Improve Student… …Success in Reading (Impact: Accelerated Reader)… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th Edition):

Elmore, O. C. (2005). Analysis of the principal's perceptions of the implementation and impact of the accelerated reader and other selected reading strategies used by Texas gold performance elementary schools. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/2323

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Elmore, Olivia Carol. “Analysis of the principal's perceptions of the implementation and impact of the accelerated reader and other selected reading strategies used by Texas gold performance elementary schools.” 2005. Thesis, Texas A&M University. Accessed April 22, 2019. http://hdl.handle.net/1969.1/2323.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Elmore, Olivia Carol. “Analysis of the principal's perceptions of the implementation and impact of the accelerated reader and other selected reading strategies used by Texas gold performance elementary schools.” 2005. Web. 22 Apr 2019.

Vancouver:

Elmore OC. Analysis of the principal's perceptions of the implementation and impact of the accelerated reader and other selected reading strategies used by Texas gold performance elementary schools. [Internet] [Thesis]. Texas A&M University; 2005. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/1969.1/2323.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Elmore OC. Analysis of the principal's perceptions of the implementation and impact of the accelerated reader and other selected reading strategies used by Texas gold performance elementary schools. [Thesis]. Texas A&M University; 2005. Available from: http://hdl.handle.net/1969.1/2323

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Alabama

12. Windle, Tracy Meredith. To read or not to read: what are high school students' perceptions of Accelerated Reader?.

Degree: 2012, University of Alabama

 The purpose of this study was to explore ninth through twelfth grade students' perceptions of how the program has impacted their literacy practices in and… (more)

Subjects/Keywords: Electronic Thesis or Dissertation;  – thesis; Education; Secondary education; Reading instruction; Accelerated Reader; Reading; Secondary Students; Students' Perceptions

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APA (6th Edition):

Windle, T. M. (2012). To read or not to read: what are high school students' perceptions of Accelerated Reader?. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/77717

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Windle, Tracy Meredith. “To read or not to read: what are high school students' perceptions of Accelerated Reader?.” 2012. Thesis, University of Alabama. Accessed April 22, 2019. http://purl.lib.ua.edu/77717.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Windle, Tracy Meredith. “To read or not to read: what are high school students' perceptions of Accelerated Reader?.” 2012. Web. 22 Apr 2019.

Vancouver:

Windle TM. To read or not to read: what are high school students' perceptions of Accelerated Reader?. [Internet] [Thesis]. University of Alabama; 2012. [cited 2019 Apr 22]. Available from: http://purl.lib.ua.edu/77717.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Windle TM. To read or not to read: what are high school students' perceptions of Accelerated Reader?. [Thesis]. University of Alabama; 2012. Available from: http://purl.lib.ua.edu/77717

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of South Carolina

13. Clawson, Laura Elizabeth. Examining the Impact of the Lucy Calkins Teacher-Student Conference Tool in Collaboration with Accelerated Reader on Reading Comprehension of 5th-Grade Students at a Suburban Elementary School: An Action Research Study.

Degree: EdD, Educational Studies, 2018, University of South Carolina

  This paper describes a problem of practice arising from a concern that students are not continuously making reading comprehension gains. Focusing on the problem… (more)

Subjects/Keywords: Curriculum and Instruction; Education; action research; Accelerated Reader; comprehension; teacher-student conferencing; Lucy Calkin’s reader’s workshop

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APA (6th Edition):

Clawson, L. E. (2018). Examining the Impact of the Lucy Calkins Teacher-Student Conference Tool in Collaboration with Accelerated Reader on Reading Comprehension of 5th-Grade Students at a Suburban Elementary School: An Action Research Study. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4875

Chicago Manual of Style (16th Edition):

Clawson, Laura Elizabeth. “Examining the Impact of the Lucy Calkins Teacher-Student Conference Tool in Collaboration with Accelerated Reader on Reading Comprehension of 5th-Grade Students at a Suburban Elementary School: An Action Research Study.” 2018. Doctoral Dissertation, University of South Carolina. Accessed April 22, 2019. https://scholarcommons.sc.edu/etd/4875.

MLA Handbook (7th Edition):

Clawson, Laura Elizabeth. “Examining the Impact of the Lucy Calkins Teacher-Student Conference Tool in Collaboration with Accelerated Reader on Reading Comprehension of 5th-Grade Students at a Suburban Elementary School: An Action Research Study.” 2018. Web. 22 Apr 2019.

Vancouver:

Clawson LE. Examining the Impact of the Lucy Calkins Teacher-Student Conference Tool in Collaboration with Accelerated Reader on Reading Comprehension of 5th-Grade Students at a Suburban Elementary School: An Action Research Study. [Internet] [Doctoral dissertation]. University of South Carolina; 2018. [cited 2019 Apr 22]. Available from: https://scholarcommons.sc.edu/etd/4875.

Council of Science Editors:

Clawson LE. Examining the Impact of the Lucy Calkins Teacher-Student Conference Tool in Collaboration with Accelerated Reader on Reading Comprehension of 5th-Grade Students at a Suburban Elementary School: An Action Research Study. [Doctoral Dissertation]. University of South Carolina; 2018. Available from: https://scholarcommons.sc.edu/etd/4875


Baylor University

14. Williamson, Amy M. An examination of the relationship of Accelerated Reader implementation, secondary reading programs, and TAKS reading pass rates for ninth grade students in selected Central Texas school districts.

Degree: Curriculum and Instruction., 2008, Baylor University

Accelerated Reader (AR) is a reading management program designed by Advantage Learning Systems, Inc. to increase students’ reading motivation and to increase reading comprehension skills.… (more)

Subjects/Keywords: Reading (Secondary)  – Ability testing  – Texas.; Reading (Secondary)  – Computer-assisted instruction.; Reading (Secondary)  – Texas.; Texas Assessment of Knowledge and Skills.; Accelerated reader.

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APA (6th Edition):

Williamson, A. M. (2008). An examination of the relationship of Accelerated Reader implementation, secondary reading programs, and TAKS reading pass rates for ninth grade students in selected Central Texas school districts. (Thesis). Baylor University. Retrieved from http://hdl.handle.net/2104/5152

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Williamson, Amy M. “An examination of the relationship of Accelerated Reader implementation, secondary reading programs, and TAKS reading pass rates for ninth grade students in selected Central Texas school districts. ” 2008. Thesis, Baylor University. Accessed April 22, 2019. http://hdl.handle.net/2104/5152.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Williamson, Amy M. “An examination of the relationship of Accelerated Reader implementation, secondary reading programs, and TAKS reading pass rates for ninth grade students in selected Central Texas school districts. ” 2008. Web. 22 Apr 2019.

Vancouver:

Williamson AM. An examination of the relationship of Accelerated Reader implementation, secondary reading programs, and TAKS reading pass rates for ninth grade students in selected Central Texas school districts. [Internet] [Thesis]. Baylor University; 2008. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/2104/5152.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Williamson AM. An examination of the relationship of Accelerated Reader implementation, secondary reading programs, and TAKS reading pass rates for ninth grade students in selected Central Texas school districts. [Thesis]. Baylor University; 2008. Available from: http://hdl.handle.net/2104/5152

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


East Tennessee State University

15. Brown, Janie. A Comparative Analysis of TCAP Reading-Language Arts Scores between Students Who Used Accelerated Reader and Students Who Used Sustained Silent Reading.

Degree: EdD (Doctor of Education), Educational Leadership, 2008, East Tennessee State University

  The purpose of this study was to determine if a difference existed between TCAP scores of students who used the Accelerated Reader (AR) program… (more)

Subjects/Keywords: Accelerated Reader; Sustained Silent Reading Strategy; Tennessee Comprehensive Assessment Program; Curriculum and Instruction; Education; Educational Assessment, Evaluation, and Research

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Brown, J. (2008). A Comparative Analysis of TCAP Reading-Language Arts Scores between Students Who Used Accelerated Reader and Students Who Used Sustained Silent Reading. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1904

Chicago Manual of Style (16th Edition):

Brown, Janie. “A Comparative Analysis of TCAP Reading-Language Arts Scores between Students Who Used Accelerated Reader and Students Who Used Sustained Silent Reading.” 2008. Doctoral Dissertation, East Tennessee State University. Accessed April 22, 2019. https://dc.etsu.edu/etd/1904.

MLA Handbook (7th Edition):

Brown, Janie. “A Comparative Analysis of TCAP Reading-Language Arts Scores between Students Who Used Accelerated Reader and Students Who Used Sustained Silent Reading.” 2008. Web. 22 Apr 2019.

Vancouver:

Brown J. A Comparative Analysis of TCAP Reading-Language Arts Scores between Students Who Used Accelerated Reader and Students Who Used Sustained Silent Reading. [Internet] [Doctoral dissertation]. East Tennessee State University; 2008. [cited 2019 Apr 22]. Available from: https://dc.etsu.edu/etd/1904.

Council of Science Editors:

Brown J. A Comparative Analysis of TCAP Reading-Language Arts Scores between Students Who Used Accelerated Reader and Students Who Used Sustained Silent Reading. [Doctoral Dissertation]. East Tennessee State University; 2008. Available from: https://dc.etsu.edu/etd/1904


East Tennessee State University

16. Lewis, Susan Carol Salyer. Evaluating Alternative Methodologies to Teaching Reading to Sixth-Grade Students and the Association with Student Achievement.

Degree: EdD (Doctor of Education), Educational Leadership, 2005, East Tennessee State University

  The purpose of this study was to determine if an association exists between reading methodologies and reading achievement as measured by the Tennessee Comprehensive… (more)

Subjects/Keywords: Reading Methodologies; Middle School; Adolescent Reading; Accelerated Reader; Education; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Lewis, S. C. S. (2005). Evaluating Alternative Methodologies to Teaching Reading to Sixth-Grade Students and the Association with Student Achievement. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1074

Chicago Manual of Style (16th Edition):

Lewis, Susan Carol Salyer. “Evaluating Alternative Methodologies to Teaching Reading to Sixth-Grade Students and the Association with Student Achievement.” 2005. Doctoral Dissertation, East Tennessee State University. Accessed April 22, 2019. https://dc.etsu.edu/etd/1074.

MLA Handbook (7th Edition):

Lewis, Susan Carol Salyer. “Evaluating Alternative Methodologies to Teaching Reading to Sixth-Grade Students and the Association with Student Achievement.” 2005. Web. 22 Apr 2019.

Vancouver:

Lewis SCS. Evaluating Alternative Methodologies to Teaching Reading to Sixth-Grade Students and the Association with Student Achievement. [Internet] [Doctoral dissertation]. East Tennessee State University; 2005. [cited 2019 Apr 22]. Available from: https://dc.etsu.edu/etd/1074.

Council of Science Editors:

Lewis SCS. Evaluating Alternative Methodologies to Teaching Reading to Sixth-Grade Students and the Association with Student Achievement. [Doctoral Dissertation]. East Tennessee State University; 2005. Available from: https://dc.etsu.edu/etd/1074


University of Houston

17. Keyim, Hasiyet. THE IMPACT OF THE ACCELERATED READER PROGRAM ON ELEMENTARY STUDENTS’ READING TAKS SCORES IN AN URBAN PREDOMINANTLY HISPANIC TITLE I SCHOOL.

Degree: Curriculum and Instruction, Department of, 2011, University of Houston

 Many students continue to struggle with acquiring the necessary skills to become successful readers. The most commonly used software for teaching reading is the Accelerated(more)

Subjects/Keywords: Title One schools; Accelerated Reader Program; reading comprehension; Reading (Secondary) – Ability testing – Texas; Reading (Secondary) – Computer-assisted instruction – Texas; Texas Assessment of Knowledge and Skills; English language – Study and teaching – Texas – Examinations

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Keyim, H. (2011). THE IMPACT OF THE ACCELERATED READER PROGRAM ON ELEMENTARY STUDENTS’ READING TAKS SCORES IN AN URBAN PREDOMINANTLY HISPANIC TITLE I SCHOOL. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/447

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Keyim, Hasiyet. “THE IMPACT OF THE ACCELERATED READER PROGRAM ON ELEMENTARY STUDENTS’ READING TAKS SCORES IN AN URBAN PREDOMINANTLY HISPANIC TITLE I SCHOOL.” 2011. Thesis, University of Houston. Accessed April 22, 2019. http://hdl.handle.net/10657/447.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Keyim, Hasiyet. “THE IMPACT OF THE ACCELERATED READER PROGRAM ON ELEMENTARY STUDENTS’ READING TAKS SCORES IN AN URBAN PREDOMINANTLY HISPANIC TITLE I SCHOOL.” 2011. Web. 22 Apr 2019.

Vancouver:

Keyim H. THE IMPACT OF THE ACCELERATED READER PROGRAM ON ELEMENTARY STUDENTS’ READING TAKS SCORES IN AN URBAN PREDOMINANTLY HISPANIC TITLE I SCHOOL. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/10657/447.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Keyim H. THE IMPACT OF THE ACCELERATED READER PROGRAM ON ELEMENTARY STUDENTS’ READING TAKS SCORES IN AN URBAN PREDOMINANTLY HISPANIC TITLE I SCHOOL. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/447

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

18. Nichols, Jan. Accelerated Reader and Its Effects on Fifth-Grade Students' Reading Comprehension.

Degree: 2013, Liberty University

 Schools in the United States have been using the Accelerated Reader (AR) program since the mid-1980s. A search of the literature related to the effectiveness… (more)

Subjects/Keywords: Accelerated Reader; Reading; Reading Comprehension; Education, General; Education, Reading; Education, Elementary; Education, Curriculum and Instruction; Curriculum and Instruction; Education; Educational Assessment, Evaluation, and Research; Educational Methods; Liberal Studies

Accelerated Reader (AR) on reading comprehension. A search for literature related to the… …Blankstein, 2011). 2 The parent company of Accelerated Reader, Renaissance Learning… …along with mandatory use of Accelerated Reader as compared to the scores of fifth-grade… …along with mandatory use of Accelerated Reader when compared to the scores of fifth-grade… …Understanding the Accelerated Reader Program Information regarding the AR program is readily available… 

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Nichols, J. (2013). Accelerated Reader and Its Effects on Fifth-Grade Students' Reading Comprehension. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/661

Chicago Manual of Style (16th Edition):

Nichols, Jan. “Accelerated Reader and Its Effects on Fifth-Grade Students' Reading Comprehension.” 2013. Doctoral Dissertation, Liberty University. Accessed April 22, 2019. http://digitalcommons.liberty.edu/doctoral/661.

MLA Handbook (7th Edition):

Nichols, Jan. “Accelerated Reader and Its Effects on Fifth-Grade Students' Reading Comprehension.” 2013. Web. 22 Apr 2019.

Vancouver:

Nichols J. Accelerated Reader and Its Effects on Fifth-Grade Students' Reading Comprehension. [Internet] [Doctoral dissertation]. Liberty University; 2013. [cited 2019 Apr 22]. Available from: http://digitalcommons.liberty.edu/doctoral/661.

Council of Science Editors:

Nichols J. Accelerated Reader and Its Effects on Fifth-Grade Students' Reading Comprehension. [Doctoral Dissertation]. Liberty University; 2013. Available from: http://digitalcommons.liberty.edu/doctoral/661

19. Horne, Sarah. The Effectiveness of Independent Reading and Self-Selected Texts on Adolescent Reading Comprehension: A Quantitative Study.

Degree: 2014, Liberty University

 Striving adolescent readers often find themselves with little or no support once they enter high school. The success of independent reading programs that target students'… (more)

Subjects/Keywords: Accelerated Reader; adolescent literacy; independent reading program; literacy instruction; Curriculum and Instruction; Disability and Equity in Education; Educational Assessment, Evaluation, and Research; Educational Methods

…books is Renaissance Learning’s Accelerated Reader program. The Accelerated Reader program… …cases, incentives are given. The whole face of the Accelerated Reader program has changed over… …Accelerated Reader Enterprise, pay an annual subscription fee, with access to every quiz in the AR… …quizzes. The initial cost of Accelerated Reader is a $2,899 one-time licensing fee per school… …Learning claims that, through the Accelerated Reader program, teachers can motivate students and… 

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Horne, S. (2014). The Effectiveness of Independent Reading and Self-Selected Texts on Adolescent Reading Comprehension: A Quantitative Study. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/795

Chicago Manual of Style (16th Edition):

Horne, Sarah. “The Effectiveness of Independent Reading and Self-Selected Texts on Adolescent Reading Comprehension: A Quantitative Study.” 2014. Doctoral Dissertation, Liberty University. Accessed April 22, 2019. http://digitalcommons.liberty.edu/doctoral/795.

MLA Handbook (7th Edition):

Horne, Sarah. “The Effectiveness of Independent Reading and Self-Selected Texts on Adolescent Reading Comprehension: A Quantitative Study.” 2014. Web. 22 Apr 2019.

Vancouver:

Horne S. The Effectiveness of Independent Reading and Self-Selected Texts on Adolescent Reading Comprehension: A Quantitative Study. [Internet] [Doctoral dissertation]. Liberty University; 2014. [cited 2019 Apr 22]. Available from: http://digitalcommons.liberty.edu/doctoral/795.

Council of Science Editors:

Horne S. The Effectiveness of Independent Reading and Self-Selected Texts on Adolescent Reading Comprehension: A Quantitative Study. [Doctoral Dissertation]. Liberty University; 2014. Available from: http://digitalcommons.liberty.edu/doctoral/795

.