Stephen D Krashen's case study, The Power of Reading discusses the importance of "Free Voluntary Reading (FVR) and how "fun" reading can be better for kids then structured, graded, rewarded readings. In fact, Krashen directly responds to the question, "Do Rewards Work?" Krashen says that according to Smith, rewarded reading can actually be detrimental, proving to children that reading should always have a price attached to it and that coercion is only reason to do something (Krashen 116). Additionally, research offers no support for using rewards and suggests that rewarded reading my be harmful (117).
This argument against a reward system proves contrary to the case studies posted on the "Accelerated Reader" website. Those studies show that their quiz based reward system for student reading is shown to improve students' scores on state proficiency tests (http://www.renlearn.com/ar/casestudy.aspx). Obviously, their website is attempting to promote the program and displays the studies who's finding show the effectiveness of the program.
Additionally, The Institute of Education Sciences What Works Clearinghouse has released findings about the effectiveness of the "Accelerated Reader" program. Their studies have shown that, "Accelerated Reader was found to have no discernible effects on reading fluency, mixed effects on comprehension, and potentially positive effects on general reading achievement."
From these three sources, I could surmise that a reward based reading system may have some positive effects across a large group setting, such as a school, in order to improve overall test scores; however, FVR would be more beneficial on a child by child bases, to encourage better reading habits and lifelong love of reading.
Sources:
"How to make an entire city smile: An AR Case Study." Accelerated Reader Enterprise. Renaissance Learning. http://www.renlearn.com/ar/casestudy.aspx
Krashen, Stephen D. The Power of Reading: Insights from the Research. 2nd Ed. Westport, Connecticut: Libraries Unlimited, 2004.
This argument against a reward system proves contrary to the case studies posted on the "Accelerated Reader" website. Those studies show that their quiz based reward system for student reading is shown to improve students' scores on state proficiency tests (http://www.renlearn.com/ar/casestudy.aspx). Obviously, their website is attempting to promote the program and displays the studies who's finding show the effectiveness of the program.
Additionally, The Institute of Education Sciences What Works Clearinghouse has released findings about the effectiveness of the "Accelerated Reader" program. Their studies have shown that, "Accelerated Reader was found to have no discernible effects on reading fluency, mixed effects on comprehension, and potentially positive effects on general reading achievement."
From these three sources, I could surmise that a reward based reading system may have some positive effects across a large group setting, such as a school, in order to improve overall test scores; however, FVR would be more beneficial on a child by child bases, to encourage better reading habits and lifelong love of reading.
Sources:
"Accelerated Reading." U.S. Department of Education's Institute of Education Sciences, the What Works Clearinghouse. http://ies.ed.gov/ncee/wwc/InterventionReport.aspx?sid=12
Krashen, Stephen D. The Power of Reading: Insights from the Research. 2nd Ed. Westport, Connecticut: Libraries Unlimited, 2004.
