 recognizing setting and understanding sequence as examples of higher order thinking.  Turner and Paris's study on the role of classroom literacy tasks is particularly relevant. Their vignettes describing open versus closed tasks may inform how we consider Accelerated Reader. In this program, students usually take end-of-book tests called Reading Practice Quizzes that are composed of literal-recall questions to which there is only one answer. Turner and Paris would classify these quizzes as "closed tasks.". Turner and Paris ultimately concluded that open-ended tasks are more supportive of literacy growth in the future. This research prompts some educators to refrain from using Accelerated Reader quizzes out of fear that students will begin to perceive the purpose of reading as answering literal-recall questions and possibly lose the desire to read.

Florida Center for Reading Research, citing two studies that support the product noted both the lack of available books in a school's library and the lack of assessment of "inferential or critical thinking skills" as weaknesses of the software. Their guide also noted a number of strengths of the software, including its ability to motivate students and provide immediate results on students' reading habits and progress.

Renaissance Learning, the product's developer, has stated that its intended purpose is to assess whether or not a student has read a book, not to assess higher order thinking skills, to teach or otherwise replace curriculum, to supersede the role of the teacher, or to provide extrinsic reward. The Literacy Skill Quizzes do attempt to assess higher-order thinking skills, even though this isn't intended purpose of the program. Nonetheless, educator and reading advocate Jim Trelease describes Accelerated Reader, along with Scholastic's Reading Counts!, as "reading incentive software" in an article exploring the pros and cons of the two software packages. Similarly, Stephen D. Krashen, in a 2003 literature review, asserts that reading incentives is one of the aspects of Accelerated Reader. In this review, Krashen reiterates prior research stating that reading for incentives does not create long-term readers. However, as noted above, Renaissance Learning does not promote the use of incentives, and the software can be used without incentives.

Use of the program has been criticized as preventing children from reading from a variety of difficulty levels. As an example, research from Scholastic indicates that 39% of children between the ages of five and ten have read a Harry Potter novel, with 68% of students in that
recognizing setting and understanding sequence as exemplar of eminent order thinking.   Turner and Paris's study on the role of classroom literacy job is particularly relevant. Their vignettes identify open versus shut tasks may inform how we consider Accelerated Reader. In this program, students usually aim end - of - ledger tests called Reading Practice Quizzes that are composed of literal - recall questions to which there is merely one answer. Turner and Paris would classify these quizzes as " shut tasks. ". Turner and Paris ultimately concluded that open - end tasks are more supportive of literacy increase in the future. This research prompts some educators to refrain from using Accelerated Reader quiz out of fear that students will begin to perceive the purpose of reading as answering actual - recall question and possibly lose the desire to read. 

 Florida Center for Reading Research, citing two studies that support the product noted both the lack of available books in a school's library and the lack of assessment of " illative or critical thinking skill " as weaknesses of the software. Their scout besides note a number of strengths of the software, include its ability to motivate students and provide immediate results on student' reading habits and progress. 

 Renaissance Learning, the product's developer, has stated that its intended determination is to assess whether or not a student has read a book, not to measure higher holy order thinking skills, to teach or otherwise replace curriculum, to supersede the function of the teacher, or to provide extrinsic reward. The Literacy Skill Quizzes do attempt to measure higher - order thinking skills, even though this isn't intended determination of the program. however, educator and reading advocate Jim Trelease describes Accelerated Reader, along with Scholastic's Reading Counts! , as " reading incentive software " in an article exploring the professional and cons of the two software package. Similarly, Stephen D. Krashen, in a 2003 literature review, insist that reading incentives is one of the aspects of Accelerated Reader. In this review, Krashen reiterates anterior research stating that reading for bonus does not create long - term readers. However, as noted above, Renaissance Learning does not advertise the use of incentives, and the software can be practice without incentives. 

 Use of the program has been criticized as preventing children from reading from a variety of trouble levels. As an example, research from Scholastic indicates that 39% of children between the ages of five and ten have read a Harry Potter novel, with 68% of students in that
 refognizing setting and unaerstanding seqoebce as exampmes of hkgher order thinking.  Turner abd Paeis's study on the role of classgoom liteeacy rasks is pedticulavjy rspevaut. Their vignettgs describinc open versus wluszd tasks may inform how we consider Wccelerstfd Reader. In tris krodram, students usually take end-of-book tssts canled Reading Lractice Quizzes that are fomplsed of literal-recwll questiobs tj which there is only one answer. Tutner and Paris would classify thdse qbizzes as "coowed jasks.". Turner and Iaris ultimatcky conwluded yhat open-ended tavks are more supportive mf literacy growth in the fgtbre. This research pronprs soke egucagirs to rxfrzin frlm nsing Accelsrated Readwr quizzes out of ftar nnat students will fedin to perceive the purpose of reading ds znswering literal-recall questions and possibpy lose tre desire to read.

Florida Center for Reading Reseasch, cmtkng tru shudies that support the product noted both thq lscl of available books in a sfhpjl's library avd the ladk of assessment ov "infergntial or critisal yhinking skills" as weaknessws of the soytwqre. Their guide aldo noted a uumber of syrengths of the softwarz, inclhding its ahility to ootivate studentr akd [rovide immediate results jn studenvs' recding hacits and pwogress.

Renwissakwe Learning, the prlduct'd geveloper, jas stated that its intended puc'ose is to asxevs fhether jr nob a student has read a book, npt to afsess higher orser thiiking skills, to teach or mjherwise replece currisulun, to supersdae the role of the teacktr, or to peovide extrinsic rcward. Fhe Literacy Sknuo Quizzes do atyemot eo axsqvs higher-ordar tfinyong syills, even bhojgh yhis isn't intended pgrpoae of the program. Moketheless, educatow and reading advocate Jim Treltase dxscribxs Accrletated Reader, along with Scholasfic's Readlng Counts!, as "rqadikg igcentive spftware" in an article exploring the prow and cons of the rwo software packaggs. Ximilarly, Svephen D. Krashet, in a 2003 literature rwview, asserts thau reading incentives is one ox the aspects of Accelerated Reader. In this review, Krashen reiterates prior rewearch stating thaf resding fjx inceneived does not create long-term readers. However, as noved above, Seuaissance Learning does not ptooote the use uf incentives, and the sortware csn be used without incentives.

Usr of the program has beek criticized aa prevvhtmng children from resding yrom a variett of difficulty ldveks. As an exwmplt, reaearch from Scholastic indicates that 39% ov children betwexn the ages ln five and tgn have read a Hadry Lltter novel, with 68% pf students in that
recognizing setting and understanding sequence as examples order Turner and study on the is relevant. Their vignettes open versus closed may inform how we consider Accelerated In this program, students usually take end-of-book tests called Reading Practice Quizzes that composed of literal-recall questions to which there is only one answer. Turner and would these as tasks.". Turner and Paris ultimately concluded that open-ended tasks are more supportive of literacy growth in future. This research prompts some educators to refrain using Accelerated Reader quizzes of fear that students will to the purpose reading answering questions and possibly the desire to read. Florida Center for Reading Research, citing two studies that support the product noted the lack books in school's and lack of assessment or critical thinking skills" as weaknesses Their guide also noted a number of strengths the software, its ability to motivate students and immediate results on students' reading habits and progress. Learning, the product's developer, has stated that its intended purpose is to assess whether or student has read a not to assess order skills, teach otherwise replace to supersede the role of the teacher, or to provide extrinsic The Literacy Skill Quizzes do attempt to assess higher-order thinking though isn't intended purpose the program. Nonetheless, educator reading Jim Trelease describes Accelerated with Reading incentive in article exploring the pros cons of the two software Similarly, Stephen D. Krashen, asserts that reading incentives is one of the of Accelerated Reader. In this review, Krashen prior research stating that reading for incentives does not create long-term readers. as noted Learning does not promote the use of incentives, the software can be without incentives. Use of the program has been criticized preventing from reading a variety of levels. As an research from Scholastic 39% of between ages ten have read a Harry Potter with of students in that
 recognizing setting and undeRstanding sEquenCe aS exAmPles Of hiGher order thinkINg.  TuRner and Paris's study on thE role Of CLassROoM liteRacy tasKS iS PArtIcUlArlY rELeVant. THeiR vignetTes describIng OpEn versus closED tAsks may infOrm How we consideR AcCeleraTeD ReADer. In ThiS progRam, stuDEnts usUally take EnD-Of-book TEsts calLED REadiNg Practice Quizzes THaT Are composed of lIteral-ReCAlL QUesTioNs to which tHeRe is oNLy one anSWeR. tURneR And Paris would Classify theSE quIzzes aS "cLosED tasks.". turneR aND PaRis ultimateLy coNcluded thAt open-ENded tasKS are morE suppoRtiVe oF litERaCy GroWtH In tHE fUtuRE. ThIs researCh PrOmpts Some EDUCAtorS to RefrAin frOm using AcceleRatEd ReADer QuizzEs out Of feAr That sTudentS will BeGin to perceive thE purPose of reaDinG aS anSwEring LIteral-RecAll QuestioNs and poSSibLy LOSE tHe desire to read.

FlorIdA cEnTer for ReAding RESeArCH, citing tWo StuDies THAt supPort THe Product nOted boTH tHe Lack of aVaIlable BoOks In a SchooL'S libRary anD the lack Of assESsment of "infereNTial or criticaL ThINKiNG skiLls" As weaknesseS of tHE sofTwarE. thEir GUide aLso noTeD A nUMber of strengths of thE sOftwarE, inclUding its abiliTy to motivaTE STudents aNd prOViDE immediate resuLts on Students' reADing habiTs and Progress.

renaissanCE learning, The ProDucT's dEVElOper, has stated THAt itS iNtended PurPose is tO asSesS whEthEr Or not a stuDent has rEaD a BoOk, Not To assESs higher OrDer ThInkIng skILls, to tEach oR othErWiSE rePlace cuRRiCULum, tO sUpErseDe tHe Role oF the TEacHer, or to Provide exTriNSic rEwArD. The LitEracy Skill QuiZzEs do attempT tO asSess hiGHEr-order tHinking skills, even though THis isn't IntEnded PurpOse of the pRogRam. NonEthELess, edUcator And reAdIng ADVocatE jIm treLeAse describES accEleraTeD ReaDer, alonG with Scholastic's ReADinG Counts!, as "readIng InceNTIvE soFTwARe" iN aN ArtICLe exploring the pRos and cons Of THe Two softwarE PacKaGes. SimiLarly, StEphen d. krashen, In a 2003 literaTure revieW, aSserTS ThaT reading inCentives Is one of thE AspecTS oF AcceLerAted ReAdEr. IN this Review, kRasHen reIteratEs Prior rEsearCh Stating tHat reading for incentives Does noT creaTe lOng-term reAdeRS. HoWever, as noTed aBove, RenaisSanCe LEarniNg dOEs not PromOTe The USe of iNcenTIves, and thE SoFtwARE cAn be used witHOUT inCentiVes.

uSe of thE proGram has been criticIZed as preventinG chiLDRen FroM ReadInG from a variety oF diFfICUlty leveLs. as an example, Research FrOM SchoLastic IndicaTes that 39% OF ChILdren bEtweEn tHe ages of fIve AnD Ten have ReAd A harry POtteR nOvel, wiTh 68% of stUDentS IN that
 recognizing setting and u nderstandi ng se que nce  a s ex ampl es of higher o r derthinking.  Turner andParis 's stud y  o n the  role o f  c l a ssr oo mlit er a cy  task s i s parti cularly re lev an t. Their vig n et tes descri bin g open versu s c losedta sks may i nfo rm ho w we c o nsider  Accelera te d  Reade r . In th i s  p rogr am, students usua l ly take end-of-bo ok tes ts ca l l edRea ding Pract ic e Qui z zes tha t  a r e com p osed of liter al-recall q u est ions t owhi c h ther e ison l y o ne answer.Turn er and Pa ris wo u ld clas s ify the se qui zze s a s "c l os ed  ta sk s .". Tu rne r  an d Parisul ti matel y co n c l u dedtha t op en-en ded tasks are  mo re s u ppo rtive  of l iter ac y gro wth in  thefu ture. This rese arch  promptssom eedu ca torst o refr ain  fr om usin g Accel e rat ed R e ad er quizzes out offe a r  t hat stud ents w i ll  b e gin to p er cei ve t h e  purp oseo freadingas ans w er in g liter al -recal lque sti ons a n d po ssibly  lose th e des i re to read.

F l orida Centerf or R ea d ingRes earch, citi ng t w o st udie s  t hat suppo rt th ep ro d uct noted both thela ck ofavail able books in  a school' s l ibrary a nd t h el ack of assessm ent o f "inferen t ial or c ritic al think ing skill s "  as weak nes ses  of  th e so ftware. Their g uide  a lso not eda numbe r o f s tre ngt hs  of the s oftware,  i nc lu di ngits a b ility to  m oti va testude n ts and  prov ideim me d iat e resul t so n  stu de nt s' r ead in g hab itsa ndprogres s.

Renai ssa n ce L ea rn ing, th e product's d ev eloper, ha ssta ted th a t  its int ended purpose is to ass e ss whet her  or n ot a  studenthas  reada b o ok, no t to a ssess  h igh e r  orde r th ink in g skills,t o  te ach o rothe rwise r eplace curriculum, tosupersede the  ro le o f th e t e ac h er,  o r  to p rovide extrinsi c reward.Th e  L iteracy Sk i llQu izzes d o attem pt to assesshigher-or der think in g sk i l ls,  even thou gh thisisn't int e ndedp ur poseofthe pr og ram . Non ethele s s,educa tor an dreadin g adv oc ate JimTrelease describes Acce lerate d Rea der , along w ith Sch olastic's  Rea ding Count s!,  as  "rea din g  ince ntiv e  s oft w are"in a n  articlee xp lor i n gthe pros an d c ons  of t het wo sof twar e packages. Simil a rly, Stephen D . Kr a s hen , i n  a 2 00 3 literature r evi ew , assertsth at readingincentiv es is on e of t he asp ects of A cc e lerate d Re ade r. In thi s r ev i ew, Kra sh en reiter ates  p rior r esearc h  sta t i ng that readingfor i n c entiv e s d oes n ot  create long -term read ers. Howeve r, asnote d abo ve, Ren ai ssance  Le ar ning doesn ot promot e the  use of  i ncen tiv es, an d th e softw areca n b e used wi t h ou t  i nc e nti ves. 

Use  o f th e program has been  cr i ticized  a s p r e ventin g  c h i ldren from  re ading f rom a vari e ty o f  d i fficu lty le vels.As an e x amp le , resea rch f rom Schol astic ind i cat es  tha t 39% of  c hild re n b et ween the ages o f five a nd ten h a v e read  aH arry Potter  n ovel, with 6 8% of  s t udentsi n  th at
 recognizing_setting and_understanding sequence as examples_of higher_order_thinking. _Turner_and Paris's study_on the role_of classroom literacy tasks_is particularly relevant._Their_vignettes describing open versus closed tasks may inform how we consider Accelerated Reader. In_this_program, students_usually_take_end-of-book tests called Reading Practice_Quizzes that are composed of_literal-recall questions_to which there is only one answer. Turner_and_Paris would classify_these quizzes as "closed tasks.". Turner and Paris ultimately_concluded that open-ended tasks are more_supportive of literacy_growth_in_the future. This research_prompts some educators to refrain from_using Accelerated Reader quizzes out of_fear that students will begin to perceive_the purpose of reading as answering_literal-recall questions and possibly lose_the desire_to read.

Florida Center for Reading_Research, citing two_studies that_support the product_noted both the lack of available_books in a_school's library and the lack of_assessment_of "inferential or_critical_thinking_skills" as_weaknesses of the_software._Their guide_also_noted a number of strengths of_the_software, including its ability to motivate students_and provide immediate results_on_students' reading habits and_progress.

Renaissance Learning, the product's developer,_has stated that its intended purpose_is to_assess whether_or not a student has read a book, not to assess_higher order thinking skills, to teach_or otherwise replace curriculum,_to supersede_the_role of the_teacher,_or to_provide extrinsic reward. The Literacy Skill Quizzes_do attempt_to assess higher-order thinking skills, even_though this isn't intended_purpose_of the program. Nonetheless, educator and_reading advocate Jim Trelease describes Accelerated_Reader, along with Scholastic's Reading_Counts!,_as_"reading incentive software" in an_article exploring the pros and cons_of the two_software packages. Similarly, Stephen D. Krashen, in_a_2003 literature review, asserts that reading_incentives_is one of the aspects of_Accelerated_Reader._In this review, Krashen reiterates_prior research stating that reading for_incentives does not create long-term readers. However, as noted_above, Renaissance Learning_does not promote the use_of_incentives,_and the software can be used without incentives.

Use of the_program has_been criticized as_preventing children from reading from a variety of difficulty levels._As an example, research from Scholastic indicates_that 39% of children between the ages of five and ten_have read a Harry Potter novel, with 68%_of students in that