Pennington Publishing Blog

The purpose of this article on Reading Counts! is threefold: 1. To briefly summarize the basics of the Reading Counts! (RC) independent reading management program 2. To analyze three key claims made by Houghton Mifflin Harcourt (HMS) regarding the efficacy of the RC (formerly Scholastic Reading Counts!) program and provide counterclaims by reading researchers, librarians, students, teachers, and Yours Truly. 3. To promote my own reading intervention program at the end of the article with free teaching resources 🙂

Background

I previously ventured into the deep waters of independent reading management programs a number of years ago with my article, The 18 Reasons Not to Use Accelerated Reader. Accelerated Reader™ is the most popular independent reading management program with 180,000 book titles (January 2019) assigned a Reading Practice Quiz. RC is the second place challenger with 45,000. Teacher comments on my article tend to focus more on the abuses of the program, and less so on the program itself. Many teachers are quite defensive about their use of the AR program. Understandably so. We teachers view our instructional choices as reflections of our professionalism. Curriculum is personal. In anticipation of similar comments to this article on Reading Counts!, I would like to preemptively respond by saying, “I’m sure that you are doing your part to adapt the Reading Counts! program to the needs of your kids, and I respect your professional judgment that you know your students best.” Please don’t shoot the messenger! However, as I re-read “The 18 Reasons Not to Use Accelerated Reader” in preparation for this article, I would have to say that most of the problems in the AR program are applicable to the RC program, as well. I won’t cover the same ground in this article. However, I will analyze three of the claims made in the RC program, which I see as being more exclusive to this program. But first, a brief overview of how the RC program works.

How Reading Counts! Works

• A school or district pays a school start-up fee of $375.00 and is assigned a sales representative. The RC software management program is licensed for an annual fee of $4.00 per student (a lower price for 2019). The reading placement and monitoring assessment, recently re-named the Reading Inventory (RI), costs an additional $4.00 per student. So, if my math is correct, that’s $4,000.00 for a 500 student elementary school every year. Plus, more money…
• The school and/or district re-allocate portions of their budgets to purchase books included within the RC program. Currently, RC has about 45,000 titles, but unlike the books in the AR program, the company makes money from each sale, because HMH publishes them! These purchases will necessarily become an every-year budget item. 
• The HMS sales representative in-services school librarians, teachers, and administrators (lots of online help, as well) on how to implement the RC program. Suggestions as to how to inform and work with parents and corresponding resources are provided. The program resources are relatively easy to use, but time-consuming.
• The classroom teacher or librarian administers the computer-adaptive Reading Inventory (RI) as a reading placement test to all students participating in the RC program. This test provides a Personal Lexile® score for each student.
• Teachers use the Student Achievement Manager (SAM) data and management system to generate student and class reports. The reports list the results of the RI as a Personal Lexile® number (level or measure) for each student and a class Lexile average. A higher Lexile number indicates a higher reading level ability.
• The reports also list the students’ optimal Lexile text readability levels (a numerical range). A text’s Lexile level is determined by its semantic and syntactic degree of difficulty and sentence length. Once students know their reading levels, they can select books from the Search Book Expert Online ,within these reading levels. Although the RC is a Lexile-based program, it also includes grade-level equivalency and guided reading levels in this search engine. Additional filters include grade-level interest (K–2, 3–5, 6–8, high school, and high interest/intervention), fiction and non-fiction, subject areas, genre, and curriculum-integrated books. Note that the HMS reading intervention programs, READ 180 Next Generation® and System 44® include some RC titles for their independent reading rotations.
• Teachers and students set reading goals in terms of a point system. Each book is assigned a specific point value based upon its length and text complexity. Many teachers establish a monthly points requirement.
• Once students have finished their books, they take a corresponding quiz on the computer, or the teacher may choose to print the quiz. Although the test bank for each quiz includes 30 items, the default number of questions is 10. The RC authors and sales representatives make much ado about the larger quiz bank of questions compared to that of the AR program. They claim that is less easy for students to cheat due to the randomized 10 question default when students are sitting side-by-side. This may be true; however, a quick search indicated plenty of RC quiz “cheat sites,” as are found with the AR program. Where there’s a will, there’s a way. Students are allowed to examine their incorrect responses, but there is no pay-off for doing so if the quiz re-takes use different questions. 
• If the students achieve a predetermined score (mastery criteria set by the teacher), they receive a “congratulations screen” and an opportunity to rate the book they read on the “Read-o-Meter.” Students can also check their own RC Student Progress Report. Points are awarded based upon the percentage of quiz questions answered correctly. If the students do not achieve mastery, the teacher may require them to read the book again and retest or re-visit the students’ RI Lexile level range and the level and content of the book. Students are able to take the 10-question quiz 3 times, because there are 30 questions.
• Teachers generate reports on students’ quiz scores and track the amount of reading and student test scores. They can also receive alerts when a student has not taken a quiz within a given period.
• Once individual student point goals (usually set monthly) have been mastered, the student receives a certificate of achievement.
• The Reading Counts! Educator’s Guide provides plenty of reproducibles to supplement the quizzes, such as reading logs, story charts, book reports, parent letters (in several languages), and guides for teachers to write their own quizzes (if the school library does not have the RC book).

Claims and Counterclaims

Claim 1: Students improve their reading more when the complexity of the text they read matches their reading ability. The best test to measure that optimal match or zone of proximal development (Vygotsky, 1978)? The HMH Reading Inventory. Why? The RI is a criterion (compared to a fixed goal, such as a Common Core Standard) and norm-referenced (compared to other students) test. This is important because the test design allows teachers to administer the RI twice more within the school year to monitor progress. The Lexiles, which RI uses, have improved readability assessments (standard errors of measurement have been minimized and the amount of comprehension variance that can be explained by text difficulty has been improved. Accelerated Reader’s STAR test doesn’t have those advantages.

Counterclaim: Given that the RI is state of the art, in terms of Lexile levels and matching students to texts, and given that the ability to administer the test three times per year does provide a valid measure to monitor progress. But, the entire design of the RC programs begs the question. It assumes what has yet to be proven. As noted reading researcher, Dr. Tim Shanahan asserts,

…Lexiles have greatly improved readability assessment … and yet we are in no better shape than before since there are no studies indicating that if you teach students at particular Lexile levels more learning will accrue. http://www.readingrockets.org/blogs/shanahan-on-literacy/teaching-books-students-reading-levels

…we have put way too much confidence in an unproven theory. The model of learning underlying that theory is too simplistic. Learning to read is an interaction between a learner, a text, and a teacher. Instructional level theory posits that the text difficulty level relative to the student reading level is the important factor in learning. But that ignores the guidance, support, and scaffolding provided by the teacher. [In doing so, educators] have striven to get kids to levels where they will likely learn best with minimal teacher support. https://shanahanonliteracy.com/blog/rejecting-instructional-level-theory

Matching the right books to readers is simply more complex than the quantitative Lexile approach RC uses. Content, theme, and sophistication of thought matter, as well as the age and maturity of the reader are critically important factors to consider when students select books for independent reading. Most would find the following strictly quantitative Lexile measurements, listed in parentheses, to be inappropriate criteria for these grade levels.

• 2nd Grade: Night – Wiesel (570)
• 3rd Grade: The Sun Also Rises – Hemingway (610); Twisted – Anderson (680); Incarceron – Fisher (600)
• 4th Grade: Grapes of Wrath – Steinbeck (680); The Color Purple – Walker (670)
• 5th Grade: For Whom the Bell Tolls – Hemingway (840); Kite Runner – Hosseini (840); A Farewell to Arms – Hemingway (730); Cat’s Cradle – Vonnegut (790)
• 6th Grade: As I Lay Dying – Faulkner (870); The Sound and the Fury – Faulkner (870); To Kill a Mockingbird – Lee (870); Fahrenheit 451 – Bradbury (890)

http://www.unleashingreaders.com/?p=8891

Additionally, the authors of the Common Core State Standards, with their emphases on text complexity, specifically challenge the notion that reading instruction should focus solely on texts at student ability levels. The authors cite research suggesting that with such scaffolds as close reading, even struggling readers can access significantly more complex text than that to which they have been traditionally given access. https://achievethecore.org/content/upload/Implementation%20-%20Issues%20With%20a%20Leveled-Only%20Text%20Approach[1].pdf

“Below are bibliographic citations for the 26 studies referenced in Shanahan (2014) regarding students making gains with more complex text when given appropriate scaffolding. In addition abstracts and full-text PDF’s of all studies are available as well. These references were provided by Shanahan in “Building Up To FrustrationLevel Text” in Reading Today Online available here:”

https://www.literacyworldwide.org/blog/literacy-daily/2014/09/02/building-up-to-frustration-level-text

Furthermore, reading research has repeatedly demonstrated the important variable of prior knowledge with respect to reading comprehension. When readers have significant prior knowledge on a topic, familiarity with the genre, or experience with the author’s writing style, even high Lexile level texts can be accessible. Prior knowledge and scaffolding relevant content and context can often trump the quantitative challenges of complex semantic and syntactic text for students.

Motivation is another significant variable in matching readers to text that can override the limitations of the RC Lexile levels. My youngest son was in 4th grade when the last Harry Potter novel, Harry Potter and the Deathly Hallows, came out. Clearly, the quantitative Lexile level of 880 should have prevented his MA reading specialist father (me) from purchasing this “frustration level” book. Instead, I dutifully ignored the quantitative data and waited in line with my fourth grader for the midnight release of this treasured book. My son plowed through the book with a high level of comprehension. By the end of fourth grade, my son was reading significantly above grade level. Thanks to motivational influence of J.K. Rowling and the dozens of peers who were concurrently reading and discussion that book during recess.

Others would agree that reader motivation is far more important than instructional reading levels in book selection. From Ricki Ginsberg’s article, “This is my Anti-Lexile, Anti-Reading Level Post” (Ginsberg is Assistant Professor of English Education at Colorado State University):

I’m a 6th grader and when I took a Lexile test for my grade, I got stuck with books I hate so much. We had to search for books in my Lexile. I am so bored of those books. I want to read whatever I want to.

I took my grandson (a few years ago) to his book fair to purchase some books with him. He chose a few, and then we went back to his classroom to get his things, where I met his teacher. She took a look at the books he had chosen, and was excited about, and said, “Oh, I think these are too hard for you. You need to choose ones more at your level.” She didn’t know that I was a teacher, and I didn’t tell her. I almost hit her, but I didn’t do that either. She was the one who pretty much stopped his excitement about reading…

As a librarian, I have fought for years against leveling books. I was supported my district years ago against AR, but my job as a librarian was shifted to support classroom curriculum instead of supporting reading enjoyment, reference process, and library skills. Now a new deputy superintendent, whose old District used a Lexile based reading program, is spending money on a program that is Lexile leveled. While library books are hardly given any budget money, tens of thousands are being spent… The skills that teachers built by learning how to “fit” a book to a student and teaching students to self-select challenging and interesting reading material is being prostituted to paying publishers for poorly written formulaic books dressed up with attractive level numbers. It is a disservice to our students that ultimately destroys their confidence in becoming independent readers.

Used with permission www.unshelved.com

Claim 2: RC provides the accountability to ensure that students are reading independently.

At the heart of this powerful program is the practice provided by its quizzes. Unlike other reading assessment programs, no two quizzes in Reading Counts! are the same, struggling readers have the opportunity to retake quizzes, and quiz settings can be customized based on individual students’ needs for extra support or challenge. This quiz quality leads to more accurate and actionable data to keep students on track for success.

[Reading Counts!] automatically generates a quiz that meets each student’s reading needs. Because every quiz provides a true formative, curriculum-based assessment, As a computer-based program, RC provides immediate feedback and unique opportunities for mastery. Students can review questions that were incorrectly answered. Because each quiz is drawn from a database of up to 30 questions, students not showing an expected level of mastery can retake quizzes with a different set of questions. Research shows that when students are provided with immediate feedback, they are able to self-correct and make academic progress (Branford, Goldman & Vye 1991). https://www.hmhco.com/programs/reading-counts

Counterclaim: While the reading research is clear that students who read independently are significantly more likely to outperform peers who do not read on their own (Anderson, Wilson & Fielding 1998), and those who read more independently score higher on reading tests compared to those who read less (Juel, 1988; Juel, Griffith, & Gough, 1986; Stanovich, 1986), the research does not support the claim of the RC authors and editorial board that the type of accountability that the program uses (quizzes) is necessary to achieve optimal reading gains.

Each of the 45,000 RC quizzes includes a test bank of 30 questions. They are primarily recall questions with some vocabulary and a minimum number of inferential questions. Few of the questions are relevant to the big ideas or themes of the corresponding books. In essence, the quizzes are designed to hold students accountable for reading their books.

Some researchers such as Dr. Stephen Krashen, argue that free voluntary reading, without accountability, produces greater reading gains than independent reading programs with accountability, as with the quizzes in the RC program. You may wish to check out my dialogue with Dr. Krashen on in-class independent reading and accountability. I disagree with Dr. Krashen and support independent reading with accountability.

My take is that we teachers have much better methods to hold students accountable for independent reading that also reinforce effective reading practice. For example, as a middle school teacher, I use online peer book clubs and student-parent discussions for my middle school students. I’ve also taught high school ELA and supervised elementary teachers doing the same. Plenty of accountability and practice, using the motivating social nature of reading. And no in-class independent reading. It’s all homework. I’m no guru, but I’m persistent, and I get between 80–90% participation (more the first semester than the last).

I teach students and their parents how to self-select reading, informed, but not limited by word recognition measures. However, challenging books need not be the only books students read. Reading at multiple levels has clear advantages and reflects real-world reading. I also train students how to discuss their reading in their online book clubs with their peers (one daily post and two comments required using the SCRIP Comprehension Bookmarks… download follows… to prompt), and I pop in to add my 2 cents. At Back-to-School Night (I require at least one family member to attend, and arrange infinite make-up sessions until I meet with every parent or guardian), I train adults how to hold 3-minute student-led reading discussions and parents assign points for their kid’s 5-days-per-week independent reading and discussion. I’m in a lower, poverty-challenged school with 75% free and reduced lunch, multi-ethnic, multi-languages, etc. If you have tricks up your sleeves to hold students accountable for reading that don’t require additional teacher correction or huge amounts of time, please add to the comments section of this post. At the end of this article, I link to a nicely organized list of articles and free resources for ELA and reading intervention teachers with quite a few more ideas on independent reading.

In the RC program, the SAM management system tracks individual and class quiz scores and also the number of words students have read in each book. If a student doesn’t pass the quiz after three attempts, she or he loses credit for having read the book. This means that the number of words the student has read is not tallied, and the student doesn’t receive a reward certificate as quickly. If it’s the independent reading that reinforces comprehension, vocabulary acquisition, and fluency, why doesn’t the student receive credit for doing so? The bottom line is that students receive positive reinforcement for mastering quizzes, not for reading. Reading is not rewarded; passing the quizzes is.

Claim 3: RC EMPOWERS educators with reports and actionable data at the student, school and district level. As a supplementary reading program, RC REINFORCES comprehension, vocabulary, and fluency skills. 

Counterclaims: The reports do provide information to the teacher regarding who read what, at what Lexile levels, how many pages read, what quiz scores were achieved, who hasn’t taken a quiz for awhile (alerts), and more. Plenty of information about what your students are and are not doing with respect to their independent reading. All interesting information, but information which takes time to input, analyze, and report (whoever says that technology is a time-saver is crazy); and information which RI administrators (like your principal) can access and compare to that of your colleagues. Although not advocated by the authors of the RC program, most teachers do use this data in various ways to provide incentives for participation in terms of rewards and/or grades. Of course, the incentives can become problematic. See my article, The 18 Reasons Not to Use Accelerated Reader for examples. In short, the SAM reports do provide data collection and management functions (ones which could be done by paper and pencil or a simple Excel® spreadsheet in less time at no cost); however, none of these data informs reading instruction.

Next, let’s take a look at the claim about empowering educators with actionable data. Remember, the two assessments of the RC program are the three-times per year, Lexile-based HMH Reading Inventory (used for initial placement and subsequent progress monitoring) and the 45,000 quizzes. To my mind, actionable data should mean teachable data derived from prescriptive assessments that are reliable and valid. Let’s examine whether these two assessments provide information which is teachable.

For example, let’s say the students in your class take the RI during the first week of school. One of your bright students, Amanda, scores an above grade-level Personal Lexile score of 700, while  your class average is 550. With the SAM management software, you are able to use that data to match readers to books. However, other than that use (which we’ve already shown to be of questionable value), those initial RI Lexile scores provide no data to inform our reading instruction. On the RI given 3 months later, Amanda improves to a 750 and her average quiz scores from 80–90%, but your class averages the same 550 Lexile level and has not improved its 70% quiz average.

What does that data indicate? Something appears to be helping Amanda improve her reading, but we have no idea what it is. It could be the RC program; it could be the independent reading, itself; it could be the reading instruction you are doing in class, though you may not know exactly what instruction is helping; it could be what her parents are doing at home. Regarding your class, average Lexile and quiz scores, something appears not to be working. But what is the something so we can do something about it? We don’t know. You could look at subgroups and find out that your girls have improved more than your boys, or one ethnic group over the other, etc. But how does the Lexile and quiz data inform our instruction? The short answer? It doesn’t. The RI and quizzes provide no information about which reading skills have not yet been mastered and which have been mastered by Amanda or class as a whole. Neither assessment offers the teacher any specific data regarding what to teach and what not to teach. So why test if it does not provide actionable data?

A good question. Of course, teachers have been creating diagnostic and formative assessments for years that do inform their reading instruction in specific sub-skills. Good teachers are more than willing to test when the data pinpoints what needs to be taught and practiced and what does not require repeated instruction. Like many teachers, I’ve developed my own assessments to inform my instruction. I’ve written and field tested 13 diagnostic reading assessments with recording matrices and audio files, which provide teachable data. I provide them free of charge to help your students, and because some teachers would prefer not to re-invent the wheel by creating their teaching resources to correspond to each assessment item. Yes, you can buy those instructional resources from Pennington Publishing. Simply click the link and look in the header to download and print the free assessments. Additionally, skim the Articles and Resources to find over 700 articles of interest to the ELA and reading teacher, including a slew of articles on how to create your own no-cost independent reading program that I think does a better job for students than either the Accelerated Reader™ and Reading Counts! programs.

Both the Accelerated Reader™ and Reading Counts! program authors are careful to label their independent reading management programs as supplementary programs, as they should. However, as every teacher knows, instructional time is reductive: if you add on this, you have to take away that. Because both programs are designed for in-class and home practice, AR and RC supplant other instruction, most always reading instruction. Accepting at face value the RC claim that RC REINFORCES comprehension, vocabulary, and fluency skills, my question to teachers would be… Which would help your students improve their reading more? REINFORCING or TEACHING? Feel free to download my SCRIP Comprehension Strategies TEACHING resource at the end of this article as a reward for slogging through this rather long diatribe. I look forward to your comments.

The Science of Reading Intervention Program: Word Recognition includes explicit, scripted instruction and practice with the 5 Daily Google Slide Activities every reading intervention student needs: 1. Phonemic Awareness and Morphology 2. Blending, Segmenting, and Spelling 3. Sounds and Spellings (including handwriting) 4. Heart Words Practice 5. Sam and Friends Phonics Books (decodables). Plus, digital and printable sound wall cards and speech articulation songs. Print versions are available for all activities. First Half of the Year Program (55 minutes-per-day, 18 weeks)

The Science of Reading Intervention Program: Language Comprehension resources are designed for students who have completed the word recognition program or have demonstrated basic mastery of the alphabetic code and can read with some degree of fluency. The program features the 5 Weekly Language Comprehension Activities: 1. Background Knowledge Mentor Texts 2. Academic Language, Greek and Latin Morphology, Figures of Speech, Connotations, Multiple Meaning Words 3. Syntax in Reading 4. Reading Comprehension Strategies 5. Literacy Knowledge (Narrative and Expository). Second Half of the Year Program (30 minutes-per-day, 18 weeks)

The Science of Reading Intervention Program: Assessment-based Instruction provides diagnostically-based “second chance” instructional resources. The program includes 13 comprehensive assessments and matching instructional resources to fill in the yet-to-be-mastered gaps in phonemic awareness, alphabetic awareness, phonics, fluency (with YouTube modeled readings), Heart Words and Phonics Games, spelling patterns, grammar, usage, and mechanics, syllabication and morphology, executive function shills. Second Half of the Year Program (25 minutes-per-day, 18 weeks)

The Science of Reading Intervention Program BUNDLE  includes all 3 program components for the comprehensive, state-of-the-art (and science) grades 4-adult full-year program. Scripted, easy-to-teach, no prep, no need for time-consuming (albeit valuable) LETRS training or O-G certification… Learn as you teach and get results NOW for your students. Print to speech with plenty of speech to print instructional components.

Get the SCRIP Comprehension Strategies FREE Resource:

Get the Diagnostic ELA and Reading Assessments FREE Resource:

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Most teachers and reading specialists advocate some teaching of high frequency words: the question is which ones make sense to teach and which ones don’t make sense to teach?

First, let’s dispel a few notions about how we learn to read. It’s not a which came first, the chicken or the egg? question some still suggest. In other words, the end result is not all that matters. Witness the plethora of reading intervention classes in upper elementary and middle schools to see how many of our students can “read,” but not understand what they are “word calling.” How we get to the end result does matter. Reading does not teach phonemic awareness, nor does reading teach phonics and multi-syllabic decoding. These are prerequisite skills which students need in order to to read well.

We have plenty of reading research to positively assert that explicit, systematic phonics instruction is the most efficient approach to teaching beginning and remedial readers. The Look-Say Method of the Dick and Jane readers (sight words only instruction) and the Onset-Rime Method (b-ack, h-ack, j-ack, l-ack, p-ack, r-ack, s-ack, t-ack) have largely been placed on the dustbin of instructional approaches.

However…

We can certainly take things too far. We know some things, but we don’t know a lot of things about reading. We are only at the beginning stages of brain research.

So…

A prudent approach to both beginning and remedial reading instruction is to focus on decoding (phonics) and encoding (spelling) instruction and practice, but to also “throw in” a healthy dose of fluency practice with high frequency words.

Which High Frequency Words Not to Teach and Why

Don’t pass out flashcards or lists of high frequency reading or spelling words for students to memorize. Intuitively, it would seem to make sense to have students memorize the words that they are going to read or spell most often. However, our gut-level instincts lead us astray here.

• The Dolch and Fry word lists of the most commonly used words in basal readers were never designed to provide a list of words to study. Countless U.S. classrooms still, unfortunately, have these reading goals (and assign parents the task of teaching): 10 words by the end of kindergarten; 100 words by the end of first grade; 200 words by the end of second grade; and 300 words by the end of third grade. As a reading specialist, I’ve worked with hundreds of elementary, middle school, high school, and even community college students who can word call each of these lists, but not read with comprehension. Now, there is some sense to pre-teaching a limited number of high frequency words before beginning systematic phonics instruction.
• Similarly, the Slosson Oral Word Reading Test and San Diego Quick Assessment were only designed to test word recognition and they do provide correlations to reading comprehension, but authors Richard L. Slosson and Charles L. Nicholson, as well as Margaret La Pray and Ramon Ross respectively, never advocated using their random sample assessments as instructional tools.
• The “No Excuse” spelling word lists, floating around since Rebecca Sitton popularized this band aid approach to spelling mastery during the height of the whole language movement of the 1980s and 1990s still, unfortunately, serves as the entire spelling program for countless U.S. classrooms with absolutely no research validating its instructional validity.

Which High Frequency Words to Teach and Why

The first group of high frequency words are, indeed, words; the second and third groups are word parts.

• Heart Words: These words include one or more non-phonetic parts, also known as “the parts to learn by heart.” Or Heart Words may also designated as those sound-spelling patterns not yet taught, such as the “_ve” pattern with words such as live, love, and have. Check out how to teach Heart Words.

Get the Heart Words Assessment FREE Resource:

• High Frequency Greek and Latin Prefixes and Roots: Greek and Latin word parts make up over 50% of the words in the dictionary. Some are decodable in English, and some are not. Because of the strong reading-vocabulary connection, it does make sense to have students teach and practice the Greek and Latin high frequency prefixes and suffixes which they do not know. Like with rimes, the analogous relationships formed by morphological (meaning-based) word parts make this a sound sight words instructional focus. For example,  bi means two in bicycle, just as it means two in bicameral or biped.

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It’s back to school and good teachers want to know if their students can read the class novel, assigned articles, or their textbooks. Teachers also want to know what level reading is appropriate for each of their students. Teachers need a reading fluency assessment that matches their curriculum. With the move to more and more informational/expository reading, it makes sense to assess students’ reading fluency accordingly. Wouldn’t it be great if you found a two-minute, numbered reading fluency that was leveled, at say first through seventh grade reading levels, did not require prior knowledge, was interesting, and was expository text, and was FREE? Here you go!

This “Pets” expository fluency article is leveled in a special pyramid design: Using the Fleish-Kincaid formula, the first paragraph is at the first grade reading level; the second paragraph is at the second grade level; the third paragraph is at the third grade level; the fourth paragraph is at the fourth grade level; the fifth paragraph is at the fifth grade level; the sixth paragraph is at the sixth grade level; and the seventh paragraph is at the seventh grade level.

With this design, the reader begins at an easier level to build confidence and then moves to more difficult academic language, longer sentences, and multi-syllabic words. As the student reads the article, the teacher notes  the reading levels at which the student has a comfortable degree of accuracy and automaticity. Accuracy at the 95% or better decoding and automaticity with relatively effortless reading. The 383 word “Pets” expository fluency article is a two-minute expository reading fluency, which is a much superior measurement than a one-minute narrative reading fluency at only one grade level.

High levels of reading fluency are positively correlated with high levels of comprehension. Although not a causal connection, it makes sense that a certain degree of effortless automaticity is necessary for any reader to fully attend to meaning-making.

Following are end-of-year expected reading fluency rates (Hasbrouk, Tindal):

 

 

The Pets Fluency Assessment is my gift to you and your students. But, how do I best remediate reading fluency deficits? Pennington Publishing’s Reading Fluency and Comprehension Toolkit (a slice of the comprehensive Teaching Reading Strategies reading intervention program) includes 43 animal fluency articles with vocabulary to pre-teach. Word counts are provided in the left margin for fluency timings. The YouTube videos of each article are recorded at three different reading speeds (Level A at 95-115 words per minute; Level B at 115-135 words; and Level C at 135-155 words) to provide modeled readings at each of your students’ challenge levels.

Why not get this assessment plus 12 other reading assessments AND all of the instructional resources to teach to these assessments?

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“There is considerable evidence that the primary difference between good and poor readers lies in the good reader’s phonological processing ability” (University of Oregon Center on Teaching and Learning). We all know the importance of phonemic awareness as both a predictor (Goldstein, 1976; Zifcak, 1977; Stanovich, 1986, 1994) and causal factor (Adams, 1990) in reading readiness. Students need to hear, identify, and manipulate the sounds of the language before (or while) learning to read. Although some researchers still posit the notion that complete phonemic awareness is a by-product of reading, most reading researchers and teachers now see phonemic awareness as a teachable prerequisite to reading (Smith, Simmons, & Kame’enui, 1998).

If phonemic awareness is critically important to reading and it can be taught, we should do so both as pre-school to second grade beginning reading instruction and as third grade to adult reading remediation.

Some encouraging research indicates that remedial readers can learn phonemic awareness with the right teaching strategies. Bhat, Griffin, and Sindelar (2003) reported that middle school remedial readers do benefit from phonemic awareness training, although, unfortunately, not as much as do younger learners.

Additionally, although specific speech sounds (phonemes) do differ among languages, making phonemic awareness and phonics acquisition more challenging for English-language Learners (ELs), these students are certainly able to transfer their phonemic awareness skills from their primary languages to English, and research supports the benefits of phonemic awareness training for second language learners (Abbot, Quiroga, Lernos-Britton, Mostafapour, and Berninger, 2002). In fact, some primary languages, such as Spanish, share more phonemes with English than not.

Moreover, because phonemic awareness is an auditory skill, speech therapists will emphasize the importance of teaching and practicing phoneme manipulation to special education students, many of whom are diagnosed with auditory learning challenges.

So how should we teach phonemic awareness to beginning, remedial, EL/ELD, and special education students? Assessment-based instruction.

1. Efficient, comprehensive, and accurate whole class (or at least small group) phonemic awareness assessments to determine what beginning and remedial readers know and don’t know. With these tests, teachers can feel confident that “if they know it, they will show it; if they don’t, they won’t.” Not all students will have mastered the same components of phonemic awareness. No more time-consuming individual phonemic awareness assessments? Yeah! Download the six assessments below for free.

2. Assessment-based phonemic awareness activities designed to teach the phonemic awareness deficits indicated by the assessments. Why teach the same phonemic awareness activity whole class to, say a kindergarten or an intermediate or middle school reading intervention class, when not all students need to remediate the same phonemic awareness skill? Instead, use the assessment-data to determine instructional decisions. Perfect for whole class (if the assessments so indicate the need), small ability groups (think learning stations and cooperative groups), and individualized instruction. Download the sample phonemic awareness activities below for free.

Phonemic Awareness Assessments

Here are the six phonemic awareness assessments. By the way, reading specialists suggest remediating these skills in the order listed here:

• Rhyming Awareness
• Alphabetic Awareness (Make sure to check out the Mp3 “New Alphabet Song” found in the phonemic awareness activities packet.)
• Syllable Awareness and Syllable Manipulation
• Phonemic Isolation
• Phonemic Blending
• Phonemic Segmentation

Each of the assessments has a teacher and student page (for recording… remember that phonemic awareness is an auditory skill).

Get the Phonemic Awareness Assessments FREE Resource:

Plus, five of the six (not the alphabetic awareness assessment) include audio files. Woohoo!

Phonemic Awareness Audio Files

Syllable Awareness Assessment (5:48)

Syllable Awareness Assessment

Syllable Rhyming Assessment (5:38)

Syllable Rhyming Assessment

Phonemic Isolation Assessment (5:54)

Phonemic Isolation Assessment

Phonemic Blending Assessment (5:53)

Phonemic Blending Assessment

Phonemic Segmenting Assessment (5:21)

Phonemic Segmenting Assessment

Reading Assessment Matrix

You’ll love this one-page assessment matrix for student data and simple progress monitoring: Reading Assessments Recording Matrix

But what about the resources to teach what the phonemic awareness assessments indicate to be unmastered skills? Got you covered! Check out some of the phonemic awareness activities used in the author’s reading intervention program linked at the end of this related article. 

Each of the above resources is included for teachers to review components of my two reading intervention programs. Click on the provided links to view video overviews and to download sample lessons.

The Teaching Reading Strategies (Intervention Program) is designed for non-readers or below grade level readers ages eight–adult. This full-year, 55 minutes per day program provides both word recognition and language comprehension instructional resources (Google slides and print). Affordable and evidence-based, the program features the 54 Sam and Friends Phonics Books–decodables for each lesson and designed for older students. The digital and print word recognition activities and decodables are also available as a half-year (or 30 minutes per day) option in The Science of Reading Intervention Program. Both programs include the easy-to-teach, interactive 5 Daily Google Slide Activities.

PREVIEW TEACHING READING STRATEGIES and THE SCIENCE OF READING INTERVENTION PROGRAM RESOURCES HERE. 

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As an elementary, middle school, and high school reading specialist (Yes, I’ve also taught remedial reading courses at the community college level), I’ve found more and more teachers feeling that obligatory reading assessments were a waste of time… Things that had to be done because the district, principal, site reading specialist, Response to Intervention Coordinator, or grade level team members said to do so. This article discusses reading assessment issues.

I have a bit of advice: Don’t assess what your won’t teach. Only administer, correct, record, and monitor reading assessments if they are quick, comprehensive and teachable and if you, the teacher, are given the instructional resources and training to teach to the specific assessment data. These are reasonable requests/demands/expectations. Let’s explore these conditions just a bit and get you the FREE phonics test that you googled.

Why Teachers Don’t Value Reading Assessments

1. We are here to teach and not spend all of our time testing. Test administration, correction, recording, progress monitoring, re-testing takes away from instructional time. Why, for example, should we administer a two-minute reading fluency assessment if last year’s teacher already tested the child at above grade level? Why should we give a decoding test again and again (with most RtI models) when the diagnostic phonics test indicated complete mastery of all vowel and consonant sound-spellings?

2. Reading Assessments are random samples. If you had limited experience in eating ice cream, and you were taken to Baskin Robbins 31 Flavors to see if you liked ice cream, tasting a half-dozen random flavor samples would probably let you answer “Yes” or “No.” However, there are 25 other flavors that you did not taste. You could hate every one, love every one, or more probably prefer some more than others. You don’t really know until you try all 31 flavors. The same is true with, say a phonics test.

The DIBELS Next, Aimsweb, and K12 Reading Placement Tests (some of the most widely used phonics tests) all provide interesting data; however, their phonics tests do not assess all 31 flavors. Now the test creators would be quick to ask if I’ve had an educational statistics class (Yes, got an A) and understand experimental design. They might argue that if you tasted chocolate and liked it, you would not have to taste mocha almond fudge, rocky road, etc. to predict that you would also like these similar flavors. Similarly, they would suggest that if your phonics assessment tests the “au_” sound-spelling, it would not be necessary to assess the “aw,” “ou_,” “augh,” “a(l),” and “a(ll)” sound-spellings. I disagree; I love chocolate, but can’t stand mocha almond fudge and rocky road. Poor Raphael may know that “au_” sound-spelling on the phonics test, but not know any of those other sound-spellings unless each is tested.

3. Reading Assessments often provide non-teachable data. Knowing that a child is below reading grade level doesn’t tell us why, nor show us what to do to address the deficit.

For example, an individual reading inventory (I’ve done hundreds) might indicate the following for Amy, a sixth grade Vietnamese child, who came to the United States three years ago:

Amy was tested on the Insert Normed Reading Comprehension Test of Your Choice at 2.5 grade level. She had frequent ear infections as a child. Amy has mastered some, but not all, of her phonemic awareness and phonics skills. She scored at grade level 3.1 on the San Diego Quick Assessment. Her fluency on the grade 6 passage was 65 with 82% accuracy. She scored below the syllable juncture stage on the qualitative spelling inventory. She knew 182 of 300 on the Dolch list. She does not like to read.

That data might be enough to ship Amy off to an ELD class or get her tested for special education; but the data provide nothing that is concrete, specific, and teachable.

What Types of Reading Assessments Teachers Would Like to Use

1. Whole class assessments that are quick and easy to administer (How about audio files? Google forms? Google Sheets?), simple to correct and record, with easy-entry progress monitoring charts.

2. Comprehensive reading assessments that assess everything the student does and does not know. No random sampling.

3. Teachable data with student test errors which indicate specific reading deficits that are discrete and generalizable. Tests that inform the teacher exactly what needs teaching and what does not need teaching for the individual student, flexible ability groups, and the class as a whole.

Like most teachers, you would be excited to use vowel and consonant phonics tests that are quick, comprehensive and teachable. Diagnostics that don’t have reading assessment problems. Here are two phonics assessments (vowels and consonants) with answers and audio files, Google forms, and a simple one-page recording matrix for progress monitoring: 

Vowel Sounds Phonics Assessment

Use this comprehensive 52 item whole class assessment to determine your students’ mastery of short vowels, long vowels, silent final e, vowel digraphs, vowel diphthongs, and r-controlled vowels. The assessment uses nonsense words to test students’ knowledge of the sound-spellings to isolate the variable of sight word recognition. Unlike other phonics assessments, this assessment is not a random sample of phonics knowledge. The Vowel Sounds Phonics Assessment includes every common sound-spelling. Thus, the results of the assessment permit targeted instruction in any vowel sound phonics deficits.

Vowel Sounds Phonics Assessment (10:42) *

Vowel Sounds Phonics Assessment

Consonant Sounds Phonics Assessment

Use this comprehensive 50 item whole class assessment to determine your students’ mastery of consonant digraphs, beginning consonant blends, and ending consonant blends. The assessment uses nonsense words to test students’ knowledge of the sound-spellings to isolate the variable of sight word recognition. Unlike other phonics assessments, this assessment is not a random sample of phonics knowledge. Read more…

Reading, Spelling/Vocabulary comprehension assessment, Core Assessments, decoding assessment, decoding test, diagnostic reading assessments, dibels, fluency assessment, Informal Reading Inventory, Mark Pennington, phonemic awareness assessment, phonics assessment, phonics placement, phonics screening, phonics test, reading assessment, reading comprehension, reading diagnostic, reading diagnostic assessment, reading fluency, reading groups, reading intervention, reading inventory, reading programs, reading screening, reading strategies, response to intervention, Response to Intervention assessments, rimes assessment, San Diego Quick Assessment, sight words assessment, Slosson, spelling assessment, Teaching Reading Strategies, Tier 1, Tier 2, Tier 3, universal screening

Accelerated Reader™ (AR) is a simple software concept that was at the right time (late 1980s) and right place (public schools during a transition from whole language to phonics instruction) that has simply grown into an educational monolith. From an economic standpoint, simple often is best and AR is a publisher’s dream come true. Renaissance Learning, Inc.(RLI) is publicly traded on the NASDAQ exchange under the ticker symbol RLRN and makes a bit more than pocket change off of its flagship product, AR. As is the case with many monoliths, detractors trying to chip away at its monopolistic control of library collections, computer labs, and school budgets are many. The second place challenger is Houghton Mifflin Harcourt’s (HMH) Reading Counts! (formerly Scholastic Reading Counts!). As one measure of popularity (as of January 2024), the AR program has about 22o,000 different books with quizzes, while HMH has about 43,000. Readers may be interested in my companion article, Reading Counts! Claims and Counterclaims.

Following are short summaries of the most common arguments made by researchers, teachers, parents, and students as to why using AR is counterproductive. Hence, The 18 Reasons Not to Use Accelerated Reader. But first, for the uninitiated, is a brief overview of the AR system.

What is Accelerated Reader?

From the Renaissance Learning website, A Parent’s Guide to Accelerated Reader™, we get a concise overview of this program: “AR is a computer program that helps teachers manage and monitor children’s independent reading practice. Your child picks a book at his own level and reads it at his own pace. When finished, your child takes a short quiz on the computer. (Passing the quiz is an indication that your child understood what was read.) AR gives both children and teachers feedback based on the quiz results, which the teacher then uses to help your child set goals and direct ongoing reading practice.”

How is the Student’s Reading Level Determined?

Renaissance Learning sells its STAR Reading™ test to partner with the AR program. The STAR test is a computer-based grades 1-12 reading assessment that adjusts levels of difficulty to student responses. Among other diagnostic information (such as percentile ranking and grade equivalency, the test establishes a Zone of Proximal Development (ZPD) reading range for the student.

How are AR Books Selected?

Students are encouraged (or required by some teachers) to select books within their ZPD that also match their age/interest level. AR books have short multiple choice quizzes and have been assigned a readability level (ATOS). Renaissance Learning provides conversion scales to the Degrees of Reading Power (DRP) test and the Lexile Framework, so that teachers and librarians who use  these readability formulae will still be able to use the AR program. Additionally, Renaissance Learning provides a search tool to find the ATOS level.

What are the Quizzes? What is the Student and Teacher Feedback?

AR quizzes are taken on computers, ostensibly under teacher or librarian supervision. The Reading Practice Quizzes consist of from 3–20 multiple choice questions (the number based upon book level and length), most of which are at the “recall” level. Students must score 80% or above on these short tests to pass and receive point credit for their readings. When students take AR quizzes, they enter information into a database that teachers can access via password. Additionally, Renaissance Learning has been expanding their range of quizzes. Of the 180,000 books, which have the Reading Practice Quizzes, 10,792 include audio files (in English and some in Spanish); 11,266 of the books have vocabulary-specific quizzes; and 869 have literacy skill quizzes.

Teachers have access to a plethora of individual and class reports, including progress monitoring, parent letters, and the TOPS Report (The Opportunity to Praise Students) reports quiz results after each quiz* is taken.

Both teachers, students, and parents have access to the following from the Renaissance Learning programs:

• Name of the book, the author, the number of pages in the book
• ATOS readability level (developed from word difficulty, word length, sentence length, and text length i.e., the number of words)
• Renaissance Learning has also “partnered with the creators of the Lexile Framework, MetaMetrics, Inc., to be able to bring Lexile Measures into” their programs.
• Percentage score earned by the student from the multiple choice quiz
• The number of points earned by students who pass the quiz. AR points are computed based on the difficulty of the book (ATOS readability level) and the length of the book (number of words).

*Quizzes are also available on textbooks, supplemental materials, and magazines. Most are in the form of reading practice quizzes, although some are curriculum-based with multiple subjects. Magazine quizzes are available for old magazines as well as on a subscription basis for new magazines. The subscription quizzes include three of the Time for Kids series magazines, Cobblestone, and Kids Discover. www.renlearn.com

What about the Reading Incentives?

“Renaissance Learning does not require or advocate the use of incentives with the assessment, although it is a common misperception.” However, most educators who use AR have found the program to be highly conducive to a rewards-based reading incentive program.

Criticisms

Book Selection

1. Using AR tends to limit reading selection to its own books. Teachers who use the AR program tend to limit students to AR selections because these have the quizzes to maintain accountability for the students’ independent reading. Although much is made by Renaissance Learning of the motivational benefits of allowing students free choice of reading materials, their selection is actually limited. Currently, AR has over 220,000 books in its database; however, that is but a fraction of the books available for juvenile and adolescent readers.

2. Using AR tends to limit reading selection to a narrow band of readability. A concerned mom recently blogs about her experience with her sixth grade daughter (Lady L) who happens to read a few years beyond her grade level:

I’m not trying to be a whining, complaining parent here.  I’m simply trying to highlight a problem.  At our public library, there are bookmarks in the youth department that list suggested books for students in each grade (K-12th).  We picked up an 8th grade bookmark to get ideas for Lady L’s acceptable reading-leveled book.  Found a book.  Looked up the reading level  and found that it was a 4.5 (not anywhere near the 8.7-10.7 my daughter needed). 

3. Using AR tends to discriminate against small publishing companies and less popular authors. Additionally, valid concerns exist about the appropriateness of a private company effectively dictating the materials which children within the program may read. Although teachers may create custom quizzes for reading material not already in the Accelerated Reader system, the reality is that teachers will not have the time nor inclination to do so in order to assess whether an individual student has read a book that is not already in the system. Thus, the ability for a student to explore books which are neither currently commercially popular nor part of major book lists is severely restricted in reality by the Accelerated Reader program. http://en.wikipedia.org/wiki/Accelerated_Reader

In fact, many teachers limit students to reading only books that are in the AR database. Many teachers include the TOPS Report as a part of the students’ reading or English-language arts grade, thus mandating student participation in AR.

Students, thereby are limited to reading some, but not other, authors:

We had an author come and visit our school.  His book was mainly for 3rd, 4th and 5th graders.  The author did a great job talking about the writing process and then went into his newest book.  Students were so excited about the book because of the way he described it.  After he was done giving his presentation, he asked if there were any questions.  The very first question that came up, “How many AR points is your book worth”.  Depending on what answer he gave students would either still want to read it or for some the book wouldn’t be worth enough points and therefore not worth reading. http://www.brandonkblom.com/2016/04/why-we-are-moving-on-from-ar.html

4. Using AR tends to encourage some students to read books that most teachers and parents would consider inappropriate for certain age levels. Although Renaissance Learning is careful to throw the burden of book approval onto the shoulders of teachers and parents, students get more points for reading and passing quizzes on higher reading levels and longer books. Although an interest level is provided as is a brief synopsis/cautionary warning on the AR site, students often simply select books by the title, cover, availability, or point value. Thus, a fourth grader might wind up “reading” Salinger’s The Catcher in the Rye (4.7 ATOS readability level) and a sixth grader might plow through Camus’ The Stranger (6.2 ATOS readability level). Hardly appropriate reading material for these grade levels! Content is not considered in the AR point system and students are, of course, reading for those points.

For my own amusement, I decided to use the ATOS Analyzer to compare two books: Madeleine L’Engle’s classic children’s tale and hit movie, A Wrinkle in Time, and Fyodor Dostoevsky’s decidedly-adult story, Crime and Punishment. For the former book I searched “a wrinkle in time grade level” and got these results: Scholastic 3-5, 6-8, Guided Reading Level W, and Book Source grades 3-5. I pretended to read Crime and Punishment as a senior in high school and passed the final only with the help of CliffsNotes® (I finally read it years later after earning my master’s degree as a reading specialist.)

I searched for excerpts for both books and copied text from the middle of each book at random. I followed the minimum word guidelines of the ATOS Analyzer and following were the admittedly non-scientific results: The 8.4 level for A Wrinkle in Time corresponds to a seventh-grade reading level, while the 5.7 level for Crime and Punishment corresponds to a fourth-grade level. Now, to be fair, the ATOS level for the entire A Wrinkle in Time is listed at 4.7, which would fall into the third-grade reading level, yet Accelerated Reading lists it interest level as Middle Grades (MG 4-8). Suffice it to say that the ATOS measure and AR readability levels cannot not take thematic maturity into consideration, nor are all sections of a book equal in terms of readability.

Reader Response

5. Using AR tends to induce a student mindset that “reading is a chore,” and “a job that has to be done.”

“As a teacher and a mom of 4, I do NOT like AR. As a parent, I watched my very smart 9 year old work the system. He continually read books very much below his ability NOT because he likes reading them, but because he could read them quickly and get points. Other books that he told me he really wanted to read, he didn’t either because they were longer and would take “too long to read” or they weren’t on the AR list. I finally told him to stop with the AR stuff, took him to the bookstore and spent an hour with him finding books he would enjoy. We have never looked back and I will fight wholeheartedly if anyone tries to tell any of my kids they ‘have’ to participate in AR.”

6. Using AR tends to replace the intrinsic rewards of reading with extrinsic rewards.

AR rewards children for doing something that is already pleasant for most children: self-selected reading. Substantial research shows that rewarding an intrinsically pleasant activity sends the message that the activity is not pleasant, and that nobody would do it without a bribe. AR might be convincing children that reading is not pleasant. No studies have been done to see if this is true.
Stephen Krashen Posted by Stephen Krashen on December 17, 2009 at 10:40pm http://englishcompanion.ning.com/profiles/blogs/does-accelerated-reader-work?xg_source=activity&id=2567740:BlogPost:161876&page=2#comments

Again, Renaissance Learning does not endorse prizes for points; however, its overall point system certainly is rewards-based. Of course most teachers know how to minimize extrinsic rewards and maintain an appropriate level of positive incentives for all learning, including independent reading, but certainly some of the following rewards can produce counterproductive results, especially for those children you cannot compete on the same level. Following is an excerpt from a post on the Elementary Librarian Community site:

Here are some AR reward ideas – things I’ve done in the past and a few things I’ve heard of others doing:

• A trip to a local park
• A trip to a local inflatable place
• Popcorn, soft drink, and movie party
• Ice cream sundae party (complete with fun toppings like gummy worms, marshmallows, various syrups, etc.)
• Pizza party
• Extra play time outside with bubbles and sidewalk chalk
• Sock hop in the gym
• Special lunch in the library
• Breakfast with the principal

Most of those ideas have minimal costs. I’ve done an AR store in the past, where students “purchase” items with their points, but I don’t recommend it. It’s very expensive to buy the gifts, time consuming, and stressful helping the students figure out how many points they’ve used and how many they have left.

7. Using AR tends to foster student and/or teacher competitiveness, which can push students to read books at their frustrational reading levels (without teacher support). In some situations, this competitiveness can lead to hard feelings or outright ostracism. Some students mock other students for not earning enough points, or “making us lose a class pizza party.” Here are two recent blog postings by moms who happen to be educators:

My son is a voracious reader, but AR had him in tears more than once. I had to encourage him to NOT participate in AR (which meant that his class didn’t get the stuffed cougar promised as a reward to the class with the most AR points!) in order to protect that love. He took a hit for his non-participation in school (he started reading books off the list and not getting points for them) but it preserved his love of reading. In my estimation, this love of reading will take him further in the long run. Stupid that he had to choose between school and what was best for his reading life. http://englishcompanion.ning.com/profiles/blogs/does-accelerated-reader-work?xg_source=activity&id=2567740:BlogPost:161876&page=5#comments

As an educator, it concerns me when I see students being punished with reading, as can be the case when I visit sites on a Friday afternoon, a day many grade levels offer students “Fun Friday” activities. Students who’ve completed their class and homework assignments for the week and have had no behavioral problems get to sign-in for fun activities. One teacher volunteers to monitor those who did not earn a Fun Friday, including students who did not meet their AR requirement for the week – and as a result, will be punished with staying in the non-FF room to read.

http://englishcompanion.ning.com/profiles/blogs/does-accelerated-reader-work?xg_source=activity

Note: Teacher comments regarding this section tend to be quite critical and can be summed up as “It’s not AR’s fault, but the teacher’s misuse of the program.” Again, most teachers would not, thankfully, punish those students who fail to meet their AR requirements, but we have to admit the AR system does provide the means for its misuse. Interestingly, parent and student comments tend to blame the program, more so than the teachers.

8. Using AR tends to turn off some students to independent reading. Countless posts on blogs point to the negative impact of this program on future reading. From my own survey of sixty blogs, using the “accelerated reading” search term, negative comments and/or associations with the AR program far outweigh positive ones. Of course there are those who credit AR for developing them into life-long readers; however, would other independent reading programs have accomplished the same mission? In Kelly Gallagher’s Readicide, he cites a few studies that demonstrate that after exiting an AR program, students actually read less than non-AR students. Plus, all instructional activities are reductive. Having students spend hours skimming books in class to prepare for AR test takes away from other instruction.

Donalyn Miller, author of the the Book Whisperer, claims that the

…use of Accelerated Reader may in some cases adversely affect students’ reading attitudes and their perceptions of their reading skills, particularly among low readers. Putman (2005) examined the relationships among students’ accrual of Accelerated Reader points, their reading self-efficacy beliefs, and the value they place on reading. Students who accumulated the most Accelerated Reader points showed increases in their reading self-efficacy. In contrast, students who fell in the mid-range of Accelerated Reader point accumulation showed decreases in both their reading self-efficacy and their value of reading. Finally, students who earned the fewest Accelerated Reader points showed the lowest levels of reading self-efficacy and value in reading of all three groups. Although use of reading management programs may encourage children who are successful readers, educators should be aware that program use may discourage less capable readers. These findings suggest that the Matthew effects described by Stanovich (1986) occur not only with reading achievement, but also with reading attitudes. More specifically, children with positive attitudes toward reading may read more and in turn develop even better attitudes toward reading. https://blogs.edweek.org/teachers/book_whisperer/2010/09/reading_rewarded_part_ii.html

9. Using AR tends to turn some students into cheaters. Many students skim read, read only book summaries, share books and answers with classmates, select books that have been made into movies that they have already seen, or use web cheat sites or forums to pass the quizzes without reading the books. Pervasive among many students seems to be the attitude that one has to learn how to beat the AR system, like one uses cheat sites and codes to beat video games. Both are on the computer and detached from human to human codes of conduct. Students who would never dream of cheating on a teacher-constructed test will cheat on AR because “it’s dumb” or “everyone does it.”

In order to take Accelerated Reader tests without any reading at all, many students use sites such as Sparknotes to read chapter summaries. Other websites offer the answers to Accelerated Reader tests. Students regularly trade answers on yahoo.com. Renaissance Learning has filed lawsuits against some of the offending websites and successfully closed them down after a short time. An AR cheat site is currently the ninth Google™ listing on the first page for the “accelerated reader” search term.

AR is Reductive

10. Using AR tends to supplant portions of established reading programs. In my experience, teachers who use AR spend less time on direct reading instruction. Some teachers even consider AR to be solid reading instruction. However, AR does not teach reading; AR tests reading. The expectation of many teachers is that students are learning to read on their own or are dutifully practicing the reading strategies that their teachers have taught them.

Note: As an M.A. reading specialist, this is my biggest problem with AR. Teachers can teach reading to their students, Accelerated Reader tends to devolve the learning responsibility to children. The AR tests quiz students; the tests do not teach students. Now, I certainly value independent reading; however, there are plenty of options other than AR which don’t supplant reading instruction.

11. Using AR tends to train students to accumulate facts and trivia as they read in order to answer the recall questions. Teachers and reading specialists encourage students to establish the purpose for their reading. Setting the purpose helps the independent reader narrow down the self-monitoring of text to focus on those ends. With AR the purpose for reading is clear to most students: PASS THE READING PRACTICE QUIZZES WITH HIGH SCORES TO CONVERT TO THE MOST POINTS. Again, most all questions in the Reading Practice Quizzes are recall. Recall questions are designed to ascertain whether students read the book, not understand the book. Students receive few extrinsic “rewards” for higher order comprehension: making inferences, connections, interpretations, or conclusions as they read. Reading is reduced to a lower order thinking process. Students read to gain the gist of characterizations and plots. The Florida Center for Reading Research noted the lack of assessment of “inferential or critical thinking skills” as weaknesses of the software. http://en.wikipedia.org/wiki/Accelerated_Reader

Renaissance Learning has paid attention to this criticism, and now has 869 literacy skills quizzes; however, these quizzes cover less than 1% of the books that include the Reading Practice Quizzes.

12. Using AR tends to take up significant instructional time and teacher prep time. Students have to wait their turn to take quizzes on the classroom computers or the teacher has to march the class down to the library or computer lab to allow the students to do so.

The incentives schools develop with the AR program also take away from instructional time. One parent details her frustrations with the program:

When the librarian tallies up all of the people who have passed a book (not a goal, but just ONE book), everybody gets a chance to come to the library to select a prize (these are dollar store purchases to include child-like toys and snacks). The English teachers are asked to send the students when the coupons come (a disruption of classroom time). The reason for this is to send a clear message to the students who did not pass a book. It is to make them feel bad, I presume. Tell me how this fits into anything that looks like motivation. This includes students who took a quiz the day before coupons were made and distributed who now have to sit in class while all of their classmates go down to collect a prize.

AR recommends a minimum of 35 minutes per day of reading on its website. The National Reading Panel’s conclusion of programs that encouraged independent reading was “unable to find a positive relationship between programs and instruction that encourage large amounts of independent reading and improvements in reading achievement, including fluency.” p.12). The effects sizes for AR-style independent reading are only minimally positive.

The AR management system is extensive and time-consuming. With all the bells and whistles, it’s easy to understand why the teacher’s investment of prep time leads (for many) to using AR as a primary, rather than supplementary, means of reading practice within the assigned instructional reading block. Teachers know that technology takes time.

13. Using AR tends to reduce the amount of time that teachers spend doing the reading instruction in the “Big 5” recommended by the National Reading Panel: Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension.

14. Using AR tends to make reading into an isolated academic task. With each student reading a different book, the social nature of reading is minimized. Research on juvenile and adolescent readers emphasizes the importance of the book communities and class discussions in developing a love for reading. The focus on individual-only reading with AR results in fewer literature circles with small groups sharing the same book and discussing chapter by chapter, fewer online book clubs, fewer literacy centers, and fewer Socratic Seminars and literacy discussions. After all, students can’t collaborate on the Reading Practice Quizzes and discussing books would skew the quiz results. Ironically and unintentionally, some of the AR cheat sites devolve into book discussions.

15. Using AR tends to drain resources that could certainly be used for other educational priorities. The program is not cheap. While librarians are always (along with counselors, art, and music teachers, and reading specialists) the first on the budget chopping block, the pressure to build up the AR library collection always grows. For each $15 hardback purchase, there is an additional cost of close to $3 for the AR quiz (minimum purchases of 20). This amounts to a de facto 20% tax on library acquisitions. Another way to look at this is that a school library able to purchase 300 new books a year will only be able to purchase 250 because of the AR program. AR costs that library and those students 50 books per year. A typical elementary school of 500 students spends around $4000 per year on AR. Update 2024: These prices reflect data from quite a few years ago.

16. The STAR Test is hardly diagnostic in terms of the full spectrum of reading skills. Teachers have better assessments to guide their instructional decision-making–many are free.

17. Using AR tends to limit differentiated and individualized instruction. Students are not grouped by ability or skill deficits with AR. The teacher does not spend additional time with remedial students for AR. Students do not receive different instruction according to their abilities. Worse yet, many teachers wrongly perceive AR as differentiated instruction because all of their students are reading books at their own perceived reading levels. Again, there is no reading instruction in AR.

Research Base

18. Although a plethora of research studies involving AR are cited on the Renaissance Learning website, few of the AR studies meet the strict research criteria of the Institute of Education Services What Works Clearinghouse. Noodle around the What Works Clearinghouse site and see other programs with much higher gains. Stephen Krashen, educational researcher, stated,  “Despite the popularity of AR, we must conclude that there is no real evidence supporting it, no real evidence that the additional tests and rewards add anything to the power of simply supplying access to high quality and interesting reading material and providing time for children to read them.”

Author’s Summary

There simply are far superior and effective independent reading programs for beginning and older, struggling readers. Additionally, plenty of other independent reading plans or programs work well without the excess baggage of the AR program detailed above. Click here to learn How to Develop a Free Schoolwide Reading Program. Is there life for a school after AR? Check out this article, written by two elementary principals who have lived to tell the tale.

What About AR’s Competitor? HMH (formerly Scholastic) Reading Counts!

In this companion article, I summarize the Reading Counts! (RC) program and provide comparisons to Accelerated Reader™. Additionally, I analyze three of the RC program claims and offer counterclaims for educators to consider before purchasing this independent reading management system.

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You may be interested in the author’s reading intervention programs for Tier 2 and 3 reading intervention for students ages 8-adult a two free resources.

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