Publication Date
9-1-2005
Abstract
Teacher implementation of the Accelerated Reader Program is as widespread as it is diverse in terms of classroom and campus application. This manuscript highlights the findings of an informal, pilot study that examined four categories regarding the Accelerated Reader Program. They are: 1) assessment, 2) aesthetics and text interaction, 3) motivation, and 4) book selection.
Recommended Citation
Groce, R. D., & Groce, E. C. (2005). Deconstructing the Accelerated Reading Program. Reading Horizons: A Journal of Literacy and Language Arts, 46 (1). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol46/iss1/3
