Accelerated Reader, time to move on...

AR and I have had a long tumultuous relationship. I have never been one to buy into the philosophy. My feelings about AR became more concrete when my son Aidan who was a reluctant reader would become so discouraged after reading a book and failing an AR test repeatedly.   I have, however, coexisted with AR in our building for a multitude of reasons. Our PTA likes it, they offer a store 4 times a year for children to cash in their points, and we have an end of the year AR party, that the students enjoy (free ice cream). I have a few teachers who are believers and have in the past convinced me that it works for specific students.  Since it has had a minimal impact on our program, we have quietly coexisted together, me and AR. Although we have coexisted, I have not made it a secret that I am not a fan. I believe that AR takes a pleasurable activity of self-selected reading, and moves it from an intrinsic reward to an extrinsic, sending the message that you need a trinket in order to read a book.  I firmly believe if a student does not like reading, he hasn’t found the right book and that is where we need to spend our time, energy and funds.  I also take issue with the AR tests. I think the tests are comprised of low level questions, that deal with isolated details, more recall than comprehension.  Does a low score on an AR test really mean the student didn’t read and enjoy the book, or does it mean they can’t remember the name of the main character’s dog?

We have developed a program here at Princess Anne, called the Princess Anne Reader’s Choice or PARC. We take the list of the Virginia’s Readers Choice; we add, subtract and expand that list. Than we “sell” it to our students, talk about the books, choose a wide selection of reading levels and genres and have book talks. In essence we strive for a community of readers, reading for pleasure, reading as a lifelong activity. It is far from perfect; we are still struggling to reach our reluctant readers.  We are getting better at it. We now differentiate book lists for 3rd, 4th and 5th grade, give a pacing guide and alternative activities to demonstrate comprehension. This has fostered the “book community” that research has shown goes a long way in developing a love for reading.  Something that is impossible to get one book at a time in AR.

None of this is news; we all know these things about AR, the pros, the cons. Why then is my peaceful compromise with AR in jeopardy? It comes down to finances. The folks that market and sell AR, Renaissance Learning, is no longer supporting my antiquated AR program. They are forcing my hand to upgrade to a web based program to the tune of a $2,500 annual fee in order to keep my Ar program up and running.   When I consider the needs of our students and what $2500 can buy to help make our students better readers, the choice is easy for me.  AR and I must part ways.   I am at peace with this decision.