How the Accelerated Reader program can become counterproductive for high school students

Thompson, G., & Madhuri, M., & Taylor, D. (2008). How the Accelerated Reader program can become counterproductive for high school students. Journal of Adolescent and Adult Literacy, 51(7), 550-560.

Accelerated Reader (AR), a widely used program to supposedly get kids reading more, actually turned high school students off on reading, according to this study, which gathered the views of high school students themselves. Their problems with AR were five: 1) too time consuming, 2) being “forced” to read, 3) book selections (too limited), 4) being tested on the books, and 5) having the “points” earned count heavily toward the grade.

One might argue that students don’t always know or like what is good for them; one could use that to argue down points 1,2 and 3. One might also argue that it was the way AR was implemented that was problematic, which could be used to argue down point 5 and maybe some others. But Point 4, regarding the extreme focus on low-level tests after every book, is integral to what AR is, and that is probably the strongest argument to be made against AR and programs like it. Tests do not equal comprehension, and a test after every book sucks the joy out of reading. Yet, the testing and monitoring are highly touted features of AR. I say “bleah!” and so did these high schoolers.