While reading the article, Stories about Struggling Readers and Technology by Rebecca Anderson and Ernest Balajthy, I found one of the stories particularly interesting. The story discussed how many teachers tend to treat technology as almost having, “magical effects on children,” (Anderson & Balajthy, 2007, pg. 541). The article specifically discussed how a community literacy program was using Accelerated Reader as their main literacy activity. Although some students may enjoy Accelerated Reader initially, this program should not be used in isolation. The article discussed how a literacy coach worked with the volunteers at the center to show how the AR books could be used to guide other literacy activities such as discussion groups.
I think this article proves that it is important for teachers to really research the technology programs they use with their students and examine their overall objectives for using the programs. It is also important that teachers do not simply use programs like Accelerated Reader alone to gain information about a students reading progress or reading level. I personally believe that Accelerated Reader can be a great program if it is used together with other literacy activities. While student teaching, the first graders in my class really enjoyed selecting their own “AR” books and getting a chance to go on the computers and demonstrate what they remembered from reading. There were incentives such as points and prizes that did motivate some students in the class to read a new book each and every night. I have also seen where the program was negative. It is easy for the teacher to use Accelerated Reader as the only basis for having a student pick a new book to read. In this case, students will begin to rely on “prizes or incentives” for reading. If teachers really want their students to enjoy reading, they must also show how reading can be enjoyable without winning a prize or getting Accelerated Reading points. Some students may also relate reading to answering multiple choice questions, if this is the main activity being used in a language arts classroom.
Anderson, R. & Balajthy, E. (2009). Stories about struggling readers and technology. The Reading Teacher, 62(6), pp. 540-542.
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After reading your post about the article it reminded me of all of the times that AR was used in an elementary school that I did my student teaching. The AR program is something that can be used from time to time for assessment of literal comprehension, but I feel that stunts the mind. The questions do not generate higher thinking skills or HTS. The AR program from what I have observed stifles student reading. There were many times where students had said that they could not read a book for pleasure because it was "not an AR book." This is one of the reasons that the program stifles motivation, and I feel hinders student reading achievement. Perhaps in the future the AR program will all encompassing, and will contain a much broader selection of questions and book titles.
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