EBP Compendium: Summary of Systematic Review
Institute of Education Sciences
IES What Works Clearinghouse Intervention Report.
Indicators of Review Quality:
The review addresses a clearly focused question
Criteria for inclusion of studies are provided
Search strategy is described in sufficient detail for replication
Included studies are assessed for study quality
Quality assessments are reproducible
Description: This is a systematic review of studies which meet What Works Clearinghouse (WWC) evidence standards investigating the effectiveness of a computer-assisted instruction program, Accelerated Reader, on the literacy and language skills elementary school-aged children. The effectiveness of the intervention was categorized as Meets Evidence Standards, Meets Evidence Standards with Reservation or Does Not Meet Evidence Standard based on the WWC classification system. Well-designed randomized controlled trials are considered strong evidence (Meets Evidence Standards), quasi-experimental studies are considered weaker evidence (Meets Evidence Standards with Reservations) and single-case design studies are considered insufficient evidence or under development (Does Not Meet Evidence Standards).
Question not specifically stated.
Population: Not stated, however, the two studies included students ranging from kindergarten through third grade.
Intervention/Assessment: The Accelerated Reader program
Number of Studies Included: 2
Years Included: Not stated
- Reading, Computer-Assisted Instruction & Accelerated Reader Program
- Two studies included in this review met the WWC criteria for Meets Evidence Standards.
- "Based on these two studies, the WWC considers the extent of evidence for Accelerated Reader to be medium to large for comprehension and small for reading fluency and general reading
achievement" (p. 1).
- No studies were found to address alphabetics.
Keywords: Literacy, Computer-Based Treatment
Access the Review
See the WWC Evidence Review Protocol for inclusion criteria.
Added to Compendium: February 2009