Overall, then, the pattern is very clear. For all readers, high levels of implementation in terms of APC, ERT and Quizzes Passed are associated with high levels of reading achievement throughout the year, while low levels of implementation are associated with low levels of achievement. The only exception is years 11 and 12, where only a few students tended to read books that were very easy for them. ERT in terms of minutes allocated to reading showed a very strong relationship with number of words read. Much of this was also true for struggling readers, although for Quizzes Passed there were more oddities in the data for years 9 and 10. Pupils read with accuracy within their ZPD at primary school but at secondary school tended to read below their ZPD but not with any improvement in accuracy. Nonetheless, the notion of ZPD is a useful one in investigating implementation quality.

“We know that we need to create autonomous, lifelong learners. Accelerated Reader, with its ability to diagnose, group, track, monitor, praise, stretch and challenge is a time-efficient, child-friendly tool for effectively answering the question ‘How will we teach reading?’ The answer is, partly through Accelerated Reader.”

Catherine Magee, P6 Teacher St Comgall’s Primary School, County Antrim