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November 1, 1998
Technology Helps to Build a Reading Bridge
by Virginia Shaffer
How do you get students to move from reading storybooks that have more
pictures than words and into the seemingly scary world of books that have some pages with
all words and no pictures? It’s a question many parents have asked and with which
more than one teacher has grappled.
You can build a bridge. You can build it using Accelerated Reader (from
Advantage Learning Systems, Inc.) in your classroom or in the school computer lab. The
program addresses a tender time—Grades 2 to 3—when many students drop out of
reading. It allows and stimulates them to read books, take tests on the computer, earn
points, and to spend those points on items from the reading store. This is a great way to
inspire these students to cross that bridge.
Here’s an example. Third grader Jeffrey was an intelligent student,
but when he picked up a book with more words than pictures, his immediate response was to
put it down, even though the story, "Adventures in Legoland," was highly
interesting to him. I encouraged him to read just the first page to see if it might be a
good book. After he read a couple of pages, he became interested, but I went along with
his original observation and told him he should stop now before he wore himself out
reading all those pages without pictures. He decided to go on with another chapter, so I
told him to call out the chapter number that he was starting to read each time he moved to
a new chapter.
With this kind of adult attention, Jeffrey finished the book. Taking a
test at the computer and earning points was an important reinforcement for him. Wanting to
earn more points, he picked out another book to read. Having the privilege of taking a
test on the computer and getting immediate results from it motivated him to keep reading
more books. Overall, earning points and having buying power in the reading store has been
the strongest incentive for him.
For the past two years (in Grades 3 and 4), Jeffrey has been among the
top 10 students with earning reading points—in a school that has Grades K through 8.
He gobbles up Hank the Cowdog books, and even sat through the entire, unabridged story of Little
Women when he was only 9 years old, because it was a 36-point book. Having someone
read to a student is a legitimate option in this program, so we had a tremendous time in
bonding as we got up early and read every evening to get through this long book.
We have just moved to another state. Fortunately, the new school has
Accelerated Reader. This year, Jeffrey has gotten hooked on the Hardy Boys series. On a
day off school, his first thought in the morning was that he wanted to ride to school to
get a book because he finished the one he checked out on Friday and wanted another one for
the off day.
Earning points is one powerful feature for this computerized
reading-management program. Its developer, Judith Paul, created this system for her
family; she did families and educators a tremendous favor by sharing it with the public.
I share these experiences as both a parent and a computer education
teacher who implemented the Accelerated Reader program at school three years ago. The
success has been wonderful, both for students and the school. Students compete to be
first—or at least in the top 20—in the school. They also urge one another on in
individual classrooms. The program doesn’t operate on its own, though. Unless
teachers provide continual encouragement, students who are less motivated will be content
with mediocrity. Teacher or parent involvement—preferably both—is necessary if
this program is to operate at its best. (This is true of any computer program, regardless
of its level of sophistication and interest.)
As a parent, I have been able to take advantage of my son’s
materialistic tendencies and reward his reading success with the possessions he wants. Our
new school only has pop, chips, and candy available for purchase with points. I don’t
like such rewards, so my son brings his computerized reports home to turn them in for
bicycle equipment, hunting supplies, and other items of interest to him.
I don’t believe that everything my children do in life should be
connected to material rewards. This program, however, provides a fun and easy way to
measure success in one critical area—reading. Jeffrey can now see the connection
between reading and overall success in life.
The bridge from picture books to those without pictures has been firmly
established. It has not turned this boy into a reading machine. He is involved in sports,
church activities, school clubs, music, biking, and many other pursuits. He spends less
time wanting to watch television or being bored—this is a major change. The
Accelerated Reader program has been significant in changing Jeffrey’s enjoyment of
life.
E-mail: Virginia L. Shaffer
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