The predictive value of Accelerated Reader scores as they relate to Terra Nova performance
Abstract
This research was implemented in order to determine the predictive value of Accelerated Reader (AR) scores as they related to Terra Nova (TN) performance when the AR was used as a supplemental reading program in grades 3, 4, and 5. The selected participants for this study (N = 682) were enrolled in the AR program and a basal reading program during the 2000-2001 school year. Student data from both the STAR and the TN were gathered from 6 suburban schools in a Middle Tennessee school district. Four null hypotheses were investigated: (1) There is no significant relationship between STAR scores and TN scores on reading for third, fourth, and fifth grade students. (2) There is no significant difference in STAR scores and TN scores on reading based on gender of third, fourth, and fifth grade students. (3) There is no significant difference in STAR scores and TN scores on reading across grade levels for third, fourth, and fifth grade students. (4) There is no significant difference in STAR scores and TN scores on reading based on ethnicity of third, fourth, and fifth grade students. A correlational prediction research design was implemented by collecting and analyzing student NCE scores from a fall 2000 AR assessment, STAR, and a spring 2001 TN assessment An analysis of regression was utilized to determine the extent of relationship between the STAR scores and TN scores. An ANOVA procedure determined the differences between and within groups which were organized by gender, grade level, and ethnicity.
Subject Area
Literacy|Reading instruction|Educational evaluation
Recommended Citation
Andra Bernice Helton,
"The predictive value of Accelerated Reader scores as they relate to Terra Nova performance"
(2002).
ETD Collection for Tennessee State University.
Paper AAI3088280.
https://digitalscholarship.tnstate.edu/dissertations/AAI3088280