Is accelerated reader (an online Reading platform) effective in improving pupils' Reading performance and Reading Behaviours? A review of international evidence

Abstract

This paper presents a structured review of a computerised reading programme called Accelerated Reader (AR), which is used worldwide. AR aims to stimulate reading enjoyment and independent reading habits among primary and secondary school pupils. This review synthesises the results of international evidence on the effectiveness of AR on pupils' reading achievement, attitudes and behaviours. A search of 15 social science databases found 57 studies with 76 outcomes that met pre‐specified inclusion criteria. Each study was assessed in terms of quality. The most robust evidence suggests that AR has a positive effect on secondary school pupils' reading performance, but the results for primary school pupils are mixed. The impact of AR on pupils' reading habits and attitudes is inconclusive. Further research is needed to confirm its effects.

Rationale for this study: While Accelerated Reader (AR) has been widely evaluated, the findings are inconclusive. This paper synthesises international evidence, focusing on the robust studies to draw stronger conclusions.

Why the new findings matter: Effective use of AR requires consistent implementation and prolonged exposure. However, currently no robust evidence shows it improves intrinsic motivation or long‐term reading engagement.

Implications for research: More large‐scale randomised studies with independent outcome measures are needed. AR's effectiveness should be explored in low‐ and middle‐income countries, where AR is widely used without proper assessment. The mechanisms of change, including implementation fidelity, should be examined. The long‐term impact of AR on reading behaviours should be investigated.

Implications for policy and practice: AR benefits secondary school children, but its impact on primary school children is mixed. AR is most effective with consistent, high fidelity and prolonged exposure. AR requires a paid subscription and a well‐stocked library. Schools and governments should consider these factors before widespread adoption.