Computer-assisted assessment of practice at reading: A large scale survey using accelerated reader data

Reading and Writing Quarterly

Volumn 15, Issue 3, 1999, Pages 213-231

  Topping, Keith J ^a   Paul, Terry D ^b  

^a UNIVERSITY OF DUNDEE   (United Kingdom)

^b Institute for Academic Excellence   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85008837272     PISSN: 10573569     EISSN: 15210693     Source Type: Journal    
DOI: 10.1080/105735699278198     Document Type: Article

References (68)

1. Adams, M. J. (1990). Beginning to read. London: MIT Press.
2. Advantage Learning Systems. (1993). The accelerated reader (Computer Program). Wisconsin Rapids, WI: ALS.
3. Alexander, K. L., Entwisle, D. R., & Dauber, S. L. (1993). First-grade classroom behavior: Its short-and long-term consequences for school performance. Child Development, 64, 801-814.
4. Allington, R. (1977). If they don't read much, how they ever gonna get good? Journal of Reading, 21, 57-61.
5. Allington, R. (1984). Content coverage and contextual reading in reading groups. Journal of Reading Behavior, 16, 85-96.
6. Anderson, R. C., Hiebert, E., Scott, J., & Wilkinson, A. (1985). Becoming a nation of readers: The report of the commission on reading. Washington DC: National Institute of Education.
7. Anderson, R. C., Wilson, P. T., & Fielding, L. G. (1988). Growth in reading and how children spend their time outside of school. Reading Research Quarterly, 23, 285-303.
8. Annett, J. (1989). Training skilled performance. In A. M. Colley & J. R. Beech (Eds.), Acquisition and performance of cognitive skills. Chichester: Wiley.
9. Bangert-Drowns, R. L., Kulik, C-L. C., Kulik, J. A., & Morgan, M. (1991). The instructional effects of feedback in test-like events. Review of Educational Research, 61, 213-238.
10. Bargh, J. A. (1992). The ecology of automaticity: Toward establishing the conditions needed to produce automatic processing effects. American Journal of Psychology, 105, 181-199.
11. Berliner, D. (1979). Tempus educare. In P. Peterson, & H. Walberg (Eds.), Research in teaching: Concepts, findings and implications. Berkeley, CA: McCutchan.
12. Biemiller, A. (1978). Relationships between oral reading rates for letters, words, and simple text in the development of reading achievement. Reading Research Quarterly, 2, 223-253.
13. Brophy, J. (1988). Research linking teacher behavior to student achievement: Potential implications for instruction of Chapter 1 students. Educational Psychologist, 23, 235-286.
14. Bureau of School Programs Evaluation. (1976). Which school actors relate to learning? Albany: NY State Education Department.
15. Campbell, J., Kapinus, B., & Beatty, A. (1995). Interviewing children about their literacy experiences. Washington DC: Government Printing Office & National Center for Educational Statistics.
16. Chall, J., & Dale, E. (1995). Readability revisited. Cambridge, MA: Brookline Books.
17. Coleman, J., Hoffer, T., & Kilgore, S. (1981). Public and private schools: An analysis of high school and beyond. Washington DC: Government Printing Office & National Center for Education Statistics.
18. Cunningham, A. E., & Stanovich, K. E. (1991). Tracking the unique effects of print exposure in children: Associations with vocabulary, general knowledge, and spelling. Journal of Educational Psychology, 83, 264-274.
19. Dixonkrauss, L. (1995). Partner reading and writing: Peer social dialog and the zone of proximal development. Journal of Reading Behavior, 27, 45-63.
20. Elley, W. B. (1989). Vocabulary acquisition from listening to stories. Reading Research Quarterly, 24, 174-186.
21. Flesch, R. (1968). A readability formula that saves time. Journal of Reading, 11, 513-516.
22. Flesch, R. (1974). The art of readable writing with the Flesch readability formula. New York: Harper & Row.
23. Fowler, J., & Walberg, H. (1991). School size, characteristics, and outcomes. Education-al Evaluation and Policy Analysis, 13, 189-202.
24. Gambrell, L. B., Wilson, R. M., & Gantt, W. N. (1981). Classroom observations of taskattending behaviors of good and poor readers. Journal of Educational Research, 74, 400-404.
25. Goodlad, J. (1984). A place called school. New York: McGraw-Hill.
26. Greaney, V. (1980). Factors related to amount and type of leisure time reading. Reading Research Quarterly, 15, 337-357.
27. Greenwood, C. R., Delquadri, J., & Hall, R. V. (1981). Code for instructional structure and student academic response. Kansas City, KS: Juniper Gardens Children's Project, Bureau of Child Research, University of Kansas.
28. Heyns, B. (1978). Summer learning and the effect of schooling. New York: Academic Press.
29. Karweit, N. (1985). Should we lengthen the school term? Educational Researcher, 14, 9-14.
30. Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta.analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119, 254-284.
31. Kurth, R., & Kurth, L. (1987). The use of time in formal reading instruction in elemen-tary schools. Paper presented at the annual meeting of the American Educational Research Association, Washington DC.
32. Langer, J., Applebee, A., Mullis, I., & Foertsch, M. (1990). Learning to read in our nation's schools: Instruction and achievement in 1988 at grades 4, 8 and 12. Princeton NJ: National Assessment of Educational Progress.
33. Leinhardt, G. (1985). Instructional time: A winged chariot? In C. Fisher, & D. Berliner (Eds.), Perspectives on instructional time. New York: Longman.
34. Lhyle, K. G., & Kulhavy, R. W. (1987). Feedback processing and error correction Journal of Educational Psyclwlogy, 79, 320-322.
35. Lorge, I., & Chall, J. (1963). Estimating the size of vocabularies of children and adults: An analysis of methodological issues. Journal of Experimental Education, 32, 147-157.
36. Marsh, H. W. (1991). Public, catholic single-sex, and catholic co-educational high schools: Their effects on achievement, affect and behaviors. American Journal of Education, 5, 320-357.
37. May, F. (1994). Reading as communication (4th edition). New York: Macmillan.
38. Meyer, L., Wardrop, J., Stahl, S., & Linn, R. (1994). Effects of reading storybooks aloud to children. Journal of Educational Research, 88, 69-85.
39. Morrow, L. M. (1993). Literacy development in the early years: Helping children read and write. Boston: Allyn & Bacon.
40. Paul, T. (1992). National reading study and theory of reading practice. Madison WI: The fustitute for Academic Excellence.
41. Paul, T. (1993). National study of literature-based reading: How literature-based reading improves both reading and math. Madison WI: The Institute for Academic Excellence.
42. Paul, T. (1995, 28 July-1 August). Improving reading growth through the application of Vygotskian principles and advanced computer technology to literature-based reading programs. Paper presented at International School Psychology Colloquim, Dundee, Scotland.
43. Pflaum, S. W., Walberg, H. J., Karegianes, M. L., & Rasher, S. P. (1980). Reading instruction: A quantitative analysis. Educational Researcher, 9, 12-18.
44. Price, C., Wise, R., Watson, J., Patterson, K., & Frackowiak, R. (1994). Brain activity during reading: The effects of exposure duration and task. Brain, 117, 1255-1269.
45. Robbins, C., & Ehri, L. (1994). Reading storybooks to kindergru:tners helps them learn new vocabulary words. Journal of Educational Psychology, 86, 54-64.
46. Rosenhouse, J., Feitelson, D., Kita, B., & Goldstein, Z. (1997). Interactive reading aloud to Israeli first graders: Its contribution to literacy development. Reading Research Quarterly, 32, 168-183.
47. Rowe, K. J. (1991). The influence of reading activity at home on students' attitudes towards reading, classroom attentiveness, and reading achievement: An application of structural equation modeling. British Journal of Educational Psychology, 61, 19-35.
48. Samuels, S. (1988). Decoding and automaticity: Helping poor readers become automatic at word recognition. The Reading Teacher, 41, 756-760.
49. Samuels, S. J., Schermer, N., & Reinking, D. (1992). Reading fluency: Techniques for making decoding automatic. In S. Samuels & A. Farstrup (Eds.), What research has to say about reading instruction (2nd edition). Newark, DE: International Reading Association.
50. Schneider, W., & Shiffrin, R. M. (1977). Controlled and automatic processing: Detection, search, and attention. Psychological Review, 84, 1-66.
51. Shany, M. T., & Biemiller, A. (1995). Assisted reading practice: Effects on performance for poor readers in grades 3 and 4. Reading Research Quarterly, 30, 382-395.
52. Shiffrin, R.M., & Schneider, W. (1977). Controlled and automatic human information processing: Perceptual learning, automatic attending, and a general theory. Psycho-logical Review, 84, 127-190.
53. Smith, M. (1941). Measurement of the size of general English vocabulary through the elementary grades and high school. Genetic Psyclwlogy Monographs, 24, 311-345.
54. Stanovich, K. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 300-407.
55. Stanovich, K. E., & West, R. F. (1989). Exposure to print and orthographic processing. Reading Research Quarterly, 24, 402-433.
56. Taylor, B., Frye, B., & Maruyama, G. (1990). Time spent reading and reading growth. American Educational Research Journal, 27, 351-362.
57. Tharp, R., & Gallimore, R. (1991). Rousing minds to life: Teaching, learning and schooling in social context. Cambridge: Cambridge University Press.
58. Topping, K. J. (1995). Paired reading, spelling and writing: The handbook for teachers and parents. London & New York: Cassell.
59. Topping, K. J. (1997). Duolog reading: Video training pack. Madison, WI: Institute for Academic Excellence.
60. Topping, K. J., & Lindsay, G. A. (1992). Paired reading: A review of the literature. Research Papers in Education, 7, 199-246.
61. Topping, K. J., & Sanders, W. L. Teacher effectiveness and computer assessment of reading: Relating value added and learning information system data. Paper submitted for publication.
62. Vanwagenen, M., Williams, R., & McLaughlin, T. (1994). Use of assisted reading to improve reading rate, word accuracy, and comprehension with ESL Spanish speaking students. Perceptual and Motor Skills, 79, 227-230.
63. Vollands, S. R., Topping, K. J., & Evans, R. M. (1999). Computerized self-assessment of reading comprehension with the Accelerated Reader: Action research. Reading and 1\Titing Quarterly, 15, 197-211.
64. Vygotsky, L. S. (1962). Thought and language. Translated by E. Hanfmann & G. Vakar. Cambridge MA: MIT Press.
65. Watkins, M., & Edwards, V. (1992). Extracurricular reading and reading achievement: The rich stay rich and the poor don't read. Reading Improvement, 29, 236-242.
66. Williams, S., & McGee, R. (1994). Reading attainment and juvenile delinquency. Journal of Child Psychology and Psychiatry, 35, 441-459.
67. Williams, P., Reese, C., Campbell, J., Mazzeo, J., & Phillips, G. (1994). NAEP reading 1994: A first look. Washington DC: Government Printing Office & National Center for Education Statistics.
68. Ysseldyke, J. E., & Algozzine, R. (1982). Where to begin in diagnosing reading problems. Topics in Learning and Learning Disorders, 2, 60-68.