PAWs for Reading

Robin Krause

Lincoln Middle School's LSTA grant program consisted of an extended library program, the Standardized Test for Assessment of Reading, and the Accelerated Reader Program. The goals of "PAWS for Reading" were to increase reaching achievement, reading in a variety of genre, vocabulary, and the enjoyment of reading.

Initially the PAWS for Reading program was intended to run in the spring, March through June 1999. Due to the later notification period and the accompanying extended completion date, the extended day library program was run from September through November.

The librarian met with the Follett Library Resources representative and prepared the order for the S.T.A.R., Standardized Test for Assessment of Reading, and Accelerated Reader software in May. The networked version of the software was purchased so both programs could be accessed from any PC computer connected to the network.

The purchase of the complete program also included twenty quiz disks containing questions for fifty titles. The librarian spent a considerable amount of time selecting disks that contained quizzes on many titles already contained in the library collection. At the same time, she prepared a list of new titles to purchase for quizzes found on these same disks. The order for additional books was submitted before June 30th. Accelerated Reader labels for book spines were ordered.

The librarian and a seventh grade language arts teacher attended a three day Reading Renaissance Workshop in June. S.T.A.R. and the Accelerated Reading Program are major components of Reading Renaissance. They received basic training on the software and began discussing how to use the program with students.

The software arrived in June. Following the installation of the software, customized labels were printed for each quiz loaded onto the network. The labels included title, author, reading levels and the number of points that may be earned. Lists of titles and reading levels were sent to the Berwyn Public Library so they would be able to assist students looking for additional Accelerated Reader books.

The labeling of those titles already included in the collection began the end of June. Every book in the collection received an Accelerated Reader sticker on the spine to facilitate selection. Every book also needed the appropriate customized sticker on the inside so students could select titles within their reading levels.

The new Accelerated Reader books arrived in July. Processing and cataloging these titles took several weeks. The new titles also received Accelerated Reader stickers and customized labels to assist students in selection. All new Accelerated Reader books and many from the collection were placed in a special area at the library entrance to advertise and facilitate the start of the program.

A sixth grade language arts teacher attended the three-day Reading Renaissance Workshop in August. The new building computers were installed and the network was completed. The library received several new machines to bring the total available to seventeen. Every classroom also received a computer connected to the network. The Technology Coordinator installed the appropriate Accelerated Reader and S.T.A.R. software on all the library computers and those in reading/language arts rooms.

Before the school year began, the language arts teachers and librarian met to discuss giving the S.T.A.R. test and how to begin using the Accelerated Reader program. Three teachers, one from each grade, and seven classes were selected to use the program. Three classes were below average in reading. Four classes contained students with a wide variety of read-

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ing levels. Sustained silent reading of student selected books was done for a minimum of thirty (30) minutes per school day. The librarian trained teachers to input student data into both the S.T.A.R. and Accelerated Reader Programs.

It was decided to begin the S.T.A.R. testing component following Labor Day. The teachers input data about their students into the S.T.A.R. program. In order to speed up the testing, a schedule was prepared so each participating class could take the S.T.A.R. test on the seventeen computers in the library. The librarian taught the teachers how to start the test and assisted them with their students. Within four days, one hundred and eighty-one students were tested and their S.T.A.R. assessments were printed. (Appendix A is a sample S.T.A.R. Diagnostic Report for one of the students and Appendix B explains the S.T.A.R. Score Definitions.)

Teachers reviewed the Diagnostic Reports for their students paying particular attention to the Grade Equivalent Range, Instructional Reading Level, and Zone of Proximal Development. They set point goals for their students using the Goal-setting Chart for Independent Reading as a guideline. (Appendix C). The teachers decided to set goals each quarter instead of yearly. Letters were sent to parents explaining the program and including a copy of the S.T.A.R. Parent Report.

Teachers prepared Reading Logs for their students. Each student's Zone of Proximal Development Ranges for fiction and nonfiction were noted. Teachers taught students to select books from within their ranges in order to achieve optimal growth in reading without frustration.

Teachers scheduled library time to select the first Accelerated Reader books. The librarian and classroom teacher assisted students in their selection and checked Zone 4 Proximal Development ranges before books were checked out. Back in the classroom, teachers taught student how to enter the title, reading level, and possible points on their reading log.

Students spent a minimum for thirty minutes each day during reading/language arts reading their Accelerated Reader book. Students were encouraged to read another thirty minutes or more outside of class. The student noted the date, the number of pages read in class, and the number of pages read outside of class.

The teachers reviewed the reading logs every day during silent sustained reading and initialed the sheets.

By the middle of September, the library was open for one hour everyday before school, 7:40 to 8:40 a.m., and one hour after school, 3:05 to 4:05 p.m., on Monday, Tuesday, and Thursday. The library was open after school on Wednesday and Friday from 3:05 to 3:35 p.m. In the morning, the librarian and a teacher supervised the library. In the afternoon, two teachers and the librarian were available to assist students. The teachers and librarian constantly reminded them that the library was open before and after school so they would have a quiet place to read. Approximately sixty students per day took advantage of the extended library hours. Students came to take tests, exchange books, study, and just read.

Students took the Accelerated Reading test for their book as soon as possible after they finished reading. Students tested before school, during their reading/language arts class, during advisory, and after school. Most quizzes are ten questions. A passing grade is 60% or higher. Points are awarded based on the percentage correct. Full points are only given for 100%. Student selected their next book as soon as they finished reading a book and/or taking a test.

As soon as they completed a test, they printed out a TOPS Reports. Whoever monitored the test, the teacher or the librarian would sign the report. The student's teacher would sign the report and send half home to keep the parents informed.

In October, the eighth grade teacher took a three-day Reading Renaissance Workshop. The Accelerated Reader program was discussed in November with the parents of participating students when they picked up the first quarter report cards.

Many students quickly read and passed several tests with 90% and 100%. Some students would ask if they could read books at a higher level. The teacher reviewed each student's S.T.A.R. Diagnostic Report and Accelerated Reader Student Record Report before they would allow them to move up a few decimal points (i.e. 4.0-4.2). In just a few months, some students have raised their reading level and are passing tests a full grade level above their tested level.

The cycle of selection, reading, and testing continued until the end of November. Some students read as

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many as twenty books. Students like to print out their Student Record Report which lists the title, reading level of title, percentage correct, and points earned for each test taken. It also gives summarized information and includes percentage of goal earned.

One hundred of the students were surveyed and the results tabulated on November 23. All but three students felt the program helped them improve their reading ability. Only thirty-five students did not make use of the extended library hours. Students found books they loved and came back for more. Students were asked what they liked or disliked about the Accelerated Reader Program. Eighty-four positive comments were received and twenty-five negative one. Nine students found something to like and dislike about the program. (Appendix D).

The cycle of selection, reading, and testing continued until the end of November because of the LSTA Grant; however, the program will continue and expand. Several additional teachers have used the S.T.A.R. test with their students and just started to use the Accelerated Reader Program. The S.T.A.R. test will be given at the end of the semester and the end of the year. The results of this test will show the true gain students have made.

Students are asking to join the program. Parents are talking about the program. Some additional books and tests have already been ordered and processed. Another book order is ready to be submitted. This may be the final report but the program is just beginning.

Goals & Objectives

Reading was identified as an area in need of improvement in Lincoln's 1998 School Improvement Plan. The state goals and performance standards that were targeted are listed here:

State Goal 1: Read with understanding and fluency.

As a result of their schooling students will be able to:

A. Apply word analysis and vocabulary skills to comprehend selections.

B. Apply reading strategies to improve understanding and fluency.

C. Comprehend a broad range of reading materials.

State Goal 2: Read and understand literature representative of various societies, eras and ideas.

As a result of their schooling students will be able to:

A. Understand how literary elements and techniques are used to convey meaning.

B. Read and interpret a variety of literary works.

The "Paws for Reading" Program is aligned with Goal Three of LSTA - to enrich the quality of life for citizens of Illinois by advocating the pleasures of reading, the ability to read, and the importance of reading. The specific outcomes of our program are as follows:

• To increase reading achievement

• To increase reading in a variety of genre

• To increase vocabulary

• To increase the enjoyment of reading

One hundred and eighty-one students participated in the program. They took six hundred and thirty-seven tests and passed five hundred and forty-nine of those taken. One hundred and twelve students passed all of the tests they took with a score of 60% or better. They passed every test they took on the titles they read within their Zone of Proximal Development. Thirteen students passed between 80% and 89% of the tests they took. Seven students passed between 70% and 79%. Ten students passed between 60% and 69% of the quizzes taken. Seventeen students passed between 50% and 59%.

Twenty-two students received 100% on every test they took. Thirty-six students averaged between 90% and 99% correct on they tests they took. Thirty five students averaged between 80% and 89% correct. Thirty-six students averaged between 70% and 79% on their quizzes. Twenty students averaged between 50% and 59%. Fifteen averaged less than 50% correct on the quizzes they took.

Students earned points based on reading level, length of the book, and percent correct on the quizzes. The average student earned 10.2 points. The highest number for a single student was 69.2 points earned from a possible 79.

The average number of books read per student was four. Eight students read ten or more titles. One student read a total of nineteen books in eleven weeks.

Seventy-three percent of the students reached their first goal. More than half of the students had their Zone of Proximal Development raised by the teacher during the program.

Students are reading thirty or more minutes per day. Many are utilizing the extended library hours for read-

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ing, exchanging library books, and taking Accelerated Reader quizzes. Students are asking their reading/language arts teachers for more time to read in class.

The majority of students like the program.

According to them, their reading is improving and their grades are going up. Now they think we have "good" books and they actively hunt for new ones to enjoy. Students are discovering favorite authors and reading sequels. Instead of reading horror stories by R.L. Stine, some students have discovered historical fiction, fantasy, humor, and science fiction. The students say reading is not work. They want to be better readers. They want to reader "harder" books. They are learning new words and ideas. Students are reading for enjoyment.

Teacher Comments

The three teachers and librarian were informally surveyed about the following questions:

1. What do you think of the S.T.A.R. test?

• The test really focuses in on the student's true reading ability.

• After the students took the test, selected and read their first books, I was surprised how much they enjoyed the experience. Many of them were really excited about finishing a book and understanding it.

• My students have asked when they get to take the S.T.A.R. test again. They feel they've improved and want to see how much.

• The S.T.A.R. test is easy to give. It's a snap when a new student registers to have them take it and get right on track with the rest of the group.

2. What are your current feelings about the Accelerated Reading program?

• 90% of my students have really bought into the program. They're excited about the books and actually like taking the tests.

• My students beg me for five more minutes to read during class.

• When they pass a test, they're like little kids. My seventh graders have to show me the printout immediately because they're so proud of doing so well. For some of them, it's the first time they've been successful.

• The students like using the computer by themselves to take the tests and print out the results. They think having their own password is pretty cool.

3. What do you think of the Accelerated Reader books the library has?

• We need a lot more books at a lower reading level.

• If we have more students and teachers using the program, we'll need a lot more books at all levels.

• We need to order the quizzes that are available for more of the books we already own.

• The kids have been very positive about how many "good" books we have. It's funny when you realize that most of the books they're talking about we're already on the shelves but they ignored them.

4. How do you feel about the extended library hours?

• A lot of the students have made use of the extended hours. Sometimes there's almost too many. It gets a bit noisy when there's fifty or more students working. I hope the extended hours continue. If we have to cut back, start later in the morning. Not many students come before 8 a.m.

• The library is really busy and noisy right after school. The AR students usually wait awhile to take their tests when it quiets down again.

• Some of the students really need a place to go after school. The library welcomes them. Sometimes they don't want to leave - even though it's after 4 p.m.

5. Do you think the program is effective ?

• Definitely. One of my students started out reading 3.5-4.5 in September. Three months later she's passing test on books up to 7.0 - that's improvement.

• One of my "problem" boys told me that "reading's not work - I'm lazy and I don't like to do school work." He's passed several tests now and is right on track to meet his goal.

• I thought I was doing this to help my lower students, but some of the bright ones are really being pushed. They were really proud when they tested so high and now they're reading books they wouldn't have touched before.

• It's great to help a student find a book they enjoy reading. You know you've had a positive influence when they come back and want you to "pick me another good one" or find another book by the same author "cause he tells it like it really is."

Project Strengths

Student accessibility to the library before and after school has been improved. The school will find a funding source to keep the library open after school. Students have come to rely on the accessibility of the library and complain loudly when it is closed for any reason.

Student-teacher contact time in reading instruction has been increased. The teachers are very aware of what books a student reads and how much he/she is reading because of the Student Reading Logs. Besides checking the logs, teachers see the results of every

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Accelerated Reading test a student takes. Teachers and the librarian talk more to students about their reading, book selection, and test taking.

Students are reading more and better literature. Every student that participates in the Accelerated Reader Program reads a minimum of thirty minutes per school day. Many read in the library or at home outside of the school day. Students are selecting better literature because the books are labeled Accelerated Reader. Instead of reading just horror stories, they are branching out into other genres.

Because students are enjoying reading, they are reading more. Reading more has increased their achievement. "Practice does make perfect." The librarian stated that going over the responses to the Student Accelerated Reader Survey made all the work involved in preparing for the program worthwhile.

Students are asking for lists of titles within their Zone of Proximal Development so they can go to the Berwyn Public Library and find additional books. Some of the books are out of print for quizzes we have and the school library does not have a copy.

Students want to participate and be in the 100 Club. If they make their quarterly goal, they are treated to a snack in the library with the principal during school time.

Project Weaknesses

This program is very time consuming. Ordering books, processing, labeling, shelving returns, etc. have made the librarian's job more difficult. Funding for additional titles, multiple copies and more quizzes is a problem that needs to be addressed as more students use the program.

Teachers, too, find the program time consuming. They have given up thirty minutes of class time every day for sustained silent reading. During this time, they monitor tests in their room, send students to the library to take tests and exchange books, examine Student Reading Logs and test results.

Even though there are twenty-five thousand quizzes available, it is still difficult to find low level materials at a middle school interest level. It is unfortunate that many titles become out of print before they can be acquired or multiple copies ordered.

Even though there is a computer in every classroom and seventeen in the library, occasionally there are not any available for students to take the Accelerated Reader tests as soon as they finish a book. The library computers may be tied up with research when students want to take a test. This will become increasingly difficult as more students and teacher participate in the program.

Conclusion

Lincoln Middle School is committed to keeping this program going; however, some changes will be made because of financial constraints. The morning extended library time will be reduced by twenty minutes. Instead of a teacher and librarian before school, there will only be the librarian. District funds and grants will be used to continue purchasing Accelerated Reader books and quizzes.

Our goal is to have every student and reading/language arts teacher participate in the Accelerated Reading Program. After hearing about the program and seeing the successful students, many are interested in joining. Before the next school year, we hope to train the rest of the teachers and add enough materials to support a full school program.

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Appendix A
S.T.A.R.
- Diagnostic Report -
Lincoln Middle School
Berwyn, IL US

Student Name: _______
Student ID:

Teacher: Barth, Carol
Section:

Grade:7
Test Date: 09/15/99

Diagnostic Code: 5B

The diagnostic information presented below is a generalized skills assessment based on the student's performance on the test.

IRL: 5

GE: 4.3

PR: 11

NCE: 24.2

At this stage, students are reading books and other texts entirely independently. They are comfortable with a wide variety of reading materials, including chapter books with few or no illustrations.

Students at this level will grow fastest in their reading development if they are guided to select longer and more difficult reading materials.

At this stage of reading development, ________ is expected to

- increase silent reading practice time;

- improve comprehension skills such as drawing conclusions and making inferences;

- use informational books and materials as references;

- use structural analysis, context, and dictionary skills to determine word meanings.

For optimal reading growth, ________ needs to

- practice reading unfamiliar material, especially expository text;

- read silently for at least 60 minutes every day;

- continue to tackle more challenging texts;

- select a wide range of reading materials to improve reading rate and expand vocabulary;

- continue to develop listening comprehension.

_________ 's reading level is below the 25th percentile for this grade placement. Therefore, corrective measures such as the following should be taken:

- Provide instructional help with unfamiliar materials, especially non narrative text.

- Communicate clear goals for reading success and adjust these regularly.

- Provide paired reading tutoring to increase instructional reading levels.

- Increase both silent and oral reading practice time.

- Further assess the nature of the reading difficulty.

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If ________ is using the Accelerated Reader (TM) reading management system, the student's estimated Zone of Proximal Development (ZPD) for independent fiction reading is 3.3 - 4.6. This range is approximate. Success at any level also depends on the student's interest, prior knowledge, and other factors. The following techniques will help assure continued optimal growth:

- For nonfiction reading, reduce the ZPD range by one-half to a full grade level.

- For read-aloud activities and paired reading, increase by one to three grade levels.

- Adjust the reading level and ZPD so that the student maintains an average percent correct of 85 percent or higher on the AR tests.

- Use the At-Risk Report and Student Record Report for more in-depth analysis.

- Teach the student how to select books based on book reading level and point value.

- Help the student establish a book reading level, minimum percent correct, and point goals for each week and term.

- Establish goals for reading progressively more difficult books.

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Appendix B
S.T.A.R.
- Score Definitions -

S.T.A.R. scores represent how students performed on the test compared with the Spring 1996 performance of a nationally representative sample of students. As with any test, it is important to remember that test scores give only one picture of how a student is doing in school and that many factors affect a student's test scores.

GE is Grade Equivalent

Grade Equivalents range from 0.0 to 13+ and represent how the student performed relative to others in the norming sample. For example, if a student has a GE of 7.6, this student's score is equal to that of a typical seventh grader in the sixth month, based on these national norms.

IRL is Instructional Reading Level

Instructional Reading Levels are Pre-Primer (PP), Primer (P), 1-12, Post-High School (PHS), or Indeterminate (IND). This is the reading grade level at which the student can recognize words and comprehend material with assistance. It represents the highest level at which the student demonstrated at least 80% proficiency.

NCE is Normal Curve Equivalent

Normal Curve Equivalents are used predominantly for research purposes, or for Title I and other governmental evaluations. These scores are derived from percentile ranks and can be statistically averaged.

PR is Percentile Bank

Percentile Ranks range from 1 to 99 and show how a student's performance compared to that of his/her grade peers nationally. For example, if a student has a PR of 85, the student is performing at a level that equals or exceeds that of 85% of children in the same grade, based on national norms.

Scaled Score

Scaled Scores range from 50 to 1350. These scores result from converting all test results to a common scale and are used in the determination of all norm-referenced scores reported.

ZPD is Zone of Proximal Development

The Zone of Proximal Development defines the reading level range from which the student should be selecting books in order to achieve optimal growth in reading without frustration. The ZPD is especially useful for students using the Accelerated Reader (TM), which provides readability levels on all books included in the system. The ZPD reading range is approximate. Success at any level also depends on the student's interest, prior knowledge, and other factors. Teachers should use their professional judgment to adjust ZPDs to match the needs of individual students.

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Appendix C
Goal-Setting Chart for Independent Reading

Tested Grade Equivalent Level	ZPD		Point Values Expected from 60 minutes per Day Of Independent Reading
	Average	Range	WK	6WKS	9WKS	YR
1.0	1.5	1.0-2.0	1.7	10	15	60
1.5	2.0	1.5-2.5	1.9	11	17	68
2.0	2.5	2.0-3.0	2.1	13	19	75
2.5	2.8	2.3-3.3	2.3	14	21	84
3.0	3.1	2.6-3.6	2.5	15	23	90
3.5	3.4	2.8-4.0	2.7	16	24	97
4.0	3.7	3.1-4.3	2.8	17	25	100
4.5	4.1	3.4-4.7	3.2	19	29	116
5.0	4.4	3.7-5.1	3.5	21	32	125
5.5	4.8	4.0-5.5	3.9	23	35	140
6.0	5.1	4.3-5.9	4.2	25	39	150
6.5	5.5	4.6-6.3	4.6	28	41	164
7.0	5.8	4.9-6.7	4.9	29	44	175
7.5	6.1	5.1-7.1	5.3	32	48	192
8.0	6.3	5.2-7.5	5.6	34	50	200
9.0	6.6	5.3-8.3	6.3	38	57	225
10.0	6.9	5.4-9.1	6.9	41	62	250
11.0	7.2	5.5-9.9	7.6	46	68	275
12.0	7.5	5.6-10.7	8.3	50	75	300

This chart is a guideline only, based on data available as of the fall of 1997. Both grade equivalent scores and book readability levels are approximations. Use your professional judgment to adjust ZPD ranges to match individual students, taking into account such factors as a student's prior knowledge, appetite for challenge, interest, and need for variety. When moving students to higher levels, consider suggesting shorter books. For nonfiction, subtract 0.5 to 1 year from the ZPD ranges shown above.

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Appendix D
ACCELERATED READER STUDENT SURVEY RESULTS

The following questions were asked of the one hundred and eighty-one students registered in the program:

1. How many books have you read for Accelerated Reader so far?

Answers ranged from 1 to 19.

2. How many tests have you passed?

Answers ranged from zero to 19. As of November 22, only seven students had taken at least one test and not passed any.

3. Do you feel comfortable reading with your prescribed reading level?

Only thirteen students said they were not comfortable and gave the following reasons:

Too easy and it should be increased.

The books I like are in a higher reading level.

I want it higher. I think I'm able to read higher books.

Some books are really hard for me.

It's too hard.

4. Do you feel the program is helping to improve your reading ability?

All but three of the students felt the program was helping them improve their reading ability:

I feel we should do more work and not that much reading.

No, not really, because it is like forcing me to read.

No, some of the books are too hard.

5. Have you come in before or after school during the extended hours to use the library?

Thirty-five of the one hundred and eighty-one students did not make use of the extended hours. They selected their books and took their tests during advisory time or reading/language arts classes.

6. Which book did you like the best? Why?

The following are some of the titles selected by students for the reasons stated.

How to Kill a Monster because it's scary.

Where the Red Fern Grows - It has two dogs and a boy with a really good hunting record.

The Girl Who Cried Monster because I like horror books.

Cracker Jackson because it tells how you can be a hero and how to care and love somebody.

The Pinballs It will tell you about children who have problems at home.

Miss Rumphius because she planted many flowers.

Johnny Long Legs because it was about basketball and it was funny.

Mick Harte Was Here was very sad and I just wanted to keep on reading it.

Pinballs and Cracker Jackson because they could both be true.

Doll House Murders because it was mysterious and exciting.

Wayside School because it was funny.

Stone Fox cause it takes place in the winter. It's a nice book.

Computer Nut because it makes you want to keep reading it.

Wayside School Gets a Little Stranger because it's funny.

Third Eye was exciting.

Sarah, Plain & Tall is a good book. It's sad and happy.

Wonder because it is a girl book and it's about a girl my age having problems like me.

In the Year of the Boar and Jackie Robinson because it explains the hard times he had in U.S.

Stone Fox because it was sad and easy to read.

Vampire Breath has a lot of action and it really gets you into the book.

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The Wish Giver because it is exciting.

Thunder Cake because it was easy and good.

The Chocolate Touch because it is funny.

The Girl Who Owned a City It's good and a little hard.

The Babysitter because I love to read mysteries and R.L. Stine is my favorite author.

Killing Mr. Griffin because it keeps you in suspense.

Pistachio Prescription because it's about real teenage problems.

Bambi because it was easy and worth a lot of points.

Ferrets in the Bedroom, Lizards in the Fridge because they talk about animals I like.

First Date because it was really interesting.

Say Cheese and Die Again because I love Goosebumps books.

Tight End had a lot of detail.

Hannah cause I really got into the book. I found out new words and things to do.

Ramona and Her Father because it was sad and happy and funny and I like books like that.

The Haunted Mask because it's cool when you read it.

The Indian in the Cupboard was an exciting book.

Island of the Blue Dolphins because it was very adventurous.

Tales of a Fourth Grade Nothing because it is funny and cool.

My Brother Sam is Dead was good for history and easy.

I liked The Little Princess.

Someone is Hiding on Alcatraz because it is about gangs.

The Knife was scary.

Spy Planes had lots of good info on spying.

The Chocolate Touch I love chocolate and it was fun when everything he put in his mouth turned to chocolate.

The Road From Home was a true story and had very colorful characters.

Hundred Dresses because it was easy to read.

Just as Long as We're Together was about girls my age. I love the way Judy Blume makes it seem so real.

Blue-Eyed Daisy because it was really good. I can relate to it a lot and I just loved it a lot!!!

Alice the Brave because it was the funniest so far of the Alice books.

Jelly Belly was a good story about a kid in a bad situation.

The Doll in the Garden because it was very interesting.

Ghost Beneath Your Feet I liked it because it was interesting.

The Fear Place because it is exciting.

4th Grade Rats because it is funny how they try to be rats.

Hoops because it was about basketball and had some action.

Deathwatch was fun to read because there was a lot of action.

The Cricket in Times Square was an adventure.

The Night of the Living Dummy because I understood it and it was a good story.

Snow Bound is a very interesting book.

Attack of the Mutant cause it had super heroes and villains.

Dirt Bikes cause I want one.

There's a Bat in Bunk 5 because we read the first book to that sequel together.

Book of Three and Taran Wanderer cause it is fantasy.

7. What do you like or dislike about the Accelerated Reader Program?

The following are some of the answers given by students.

I like having to do a lot of reading.

I like it because we get time to read in class and pick our own books out.

I like it because it is really improving my reading a lot.

Yes, so I could be a better reader. No, because it takes up homework time.

I like to read AR books and I like to take the tests after reading the books.

I like AR because we get time to read and learn new words.

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They're fun to read.

I learn a lot of new things from the books I read.

I like the way it gave me an A.

I dislike that it limits the books you can read.

I don't like the tests.

I like it cause reading relaxes me.

I like reading longer books. The more you read the more you know.

I brought up my reading grade. My parents are proud of me because I'm getting good grades.

I dislike it cause I hate to read and there it too much reading.

I like it cause my mom is always trying to push me to read a book.

I dislike it because some of the books are too hard.

I like it because it because it helps me with my reading.

I like it because I'll bring up my reading level.

I like it because I got to pick put the books.

I don't like reading.

I like it because you just have to do 10 questions in the test.

I like choosing my own books and we get 40 minutes to read each day which is very cool.

I like the good books they have. It is better than doing book reports and I like to read.

What I like is that I get a lot of choice and it's a lot of fun. What I dislike is that I really have to concentrate.

I like reading many different books.

I don't like getting 5 questions right and getting no points. (50%)

I like it because if we meet our goals we get to read more.

I like raising my reading level and choosing my own books. I dislike the points.

I like reading but I don't like the points.

I like to read now because I got better in reading.

I like it because I get to read the books that I like.

I like it because I read more.

I like it because I have a choice.

There are a lot of good books in my range. Every book I read was good.

I like it because I read a lot better than I used to and I read for enjoyment now.

I don't like it because we have to read too much.

I like it because some books are not hard to understand. My other school they didn't have good books.

I sort of dislike it because it takes away time and we're starting to get more homework.

I like it because it gets you involved in good books and you understand the books.

I get more books and time to read.

What I like is that you don't have to work. (I'm lazy.)

I've just started reading and now I like it.

I like the way it raised my grade.

There should be only five questions per book and higher points for short books.

I like it because now I'm starting to like to read more.

I like it a lot cause now I really want to read.

We read TOO much and I can only check out certain books.

I don't like that you can't get any book.

Because we have to only read the books in our levels and I like to read now.

I like it because now I like to read.

I like it because it helps me and I don't dislike it at all.

I like it because it helps me get more interested in books and improves my reading level.

I like the program because it helps me improve my reading.

I like it because you could read a lot.

I like this program because it helps kids have a better chance in life. I dislike having to reach a certain number of points.

You could get a better grade for reading. Dislike you have to read a lot.

It lets me explore all kinds of books and is very fun.

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I don't like having to read.

I dislike it because after you're done reading you have to take the test.

I like that it is worth points.

What I like is that I sometimes learn new words.

You have to read a lot and it has helped me.

I dislike only that books have to have a red sticker. Why can't you read a regular one?

I like taking tests on the computer.

I don't like the idea of reading a lot instead of working.

I like it cause now I know there's good books in my level.

I like it because I'm starting to read better.

What I like about it is it keeps you reading.

It's good and challenging.

There aren't enough books.

I like this program because you can read as many as you want and reach your goal.

I like the whole point system.

I like the books in Accelerated Reader.

I like to read but I don't like the tests.

I like reading instead of working.

I like it because it gives me time to read more books and I love to read.

What I like is it is helping me to read more and better.

I love AR because it's helping me boost my grade and making me like more books.

You can't read books above your level.

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