Implementation of the accelerated reader program in a designated disadvantaged second-level school : a case study

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 professionally staffed school library, actually impacts on the reading comprehension and literacy development of underachieving adolescent students who are participating in the Junior Certificate School Programme in a designated disadvantaged school. The study also sought to determine the extent to which the participating students’ reading levels as determined by the AR diagnostic test the Standardized Test for Assessment of Reading (STAR) reflects their reading levels as determined by the nferNelson Group Reading Test II (GRT II) Standardised Reading Test. The Accelerated Reader Program was implemented in the case study school for one academic year with a participating student cohort of thirty five First Year students. Progress was measured by a comparison of pre and post test data and observations, semi-structured and group interviews and questionnaires. Statistical analysis of the findings of the study suggested that implementation of the Accelerated Reader intervention program was effective in improving reading levels and reading comprehension of the participating students. However, the findings also highlighted a significant discrepancy between the student reading ages as determined by the two test types used and further investigation is recommended in this area. The overall findings of this study support the view that the use of Information and Communications Technology (ICT) with underachieving students can be an effective method of enhancing their motivation and learning achievements.