<s>
Accelerated	B-Application
Reader	I-Application
(	O
AR	O
)	O
is	O
a	O
website	O
used	O
to	O
assist	O
students	O
with	O
reading	O
skills	O
.	O
</s>
<s>
As	O
students	O
read	O
and	O
take	O
quizzes	O
,	O
they	O
earn	O
points	O
and	O
track	O
their	O
progress	O
toward	O
their	O
individualized	O
Accelerated	B-Application
Reader	I-Application
goals	O
.	O
</s>
<s>
Books	O
with	O
quizzes	O
in	O
Accelerated	B-Application
Reader	I-Application
are	O
assigned	O
an	O
ATOS	O
readability	O
level	O
.	O
</s>
<s>
The	O
Renaissance	O
Place	O
version	O
of	O
Accelerated	B-Application
Reader	I-Application
also	O
includes	O
quizzes	O
designed	O
to	O
practice	O
vocabulary	O
.	O
</s>
<s>
A	O
number	O
of	O
studies	O
have	O
been	O
conducted	O
regarding	O
the	O
effectiveness	O
of	O
using	O
Accelerated	B-Application
Reader	I-Application
in	O
the	O
classroom	O
.	O
</s>
<s>
Some	O
teachers	O
were	O
randomly	O
selected	O
to	O
use	O
Accelerated	B-Application
Reader	I-Application
and	O
the	O
others	O
continued	O
the	O
regular	O
curriculum	O
without	O
using	O
the	O
software	O
.	O
</s>
<s>
Students	O
in	O
classrooms	O
with	O
Accelerated	B-Application
Reader	I-Application
demonstrated	O
gains	O
.	O
</s>
<s>
Those	O
in	O
Accelerated	B-Application
Reader	I-Application
classrooms	O
still	O
outperformed	O
students	O
in	O
control	O
classrooms	O
.	O
</s>
<s>
Because	O
so	O
many	O
schools	O
in	O
the	O
United	O
States	O
are	O
using	O
Accelerated	B-Application
Reader	I-Application
,	O
it	O
was	O
difficult	O
for	O
the	O
authors	O
of	O
this	O
study	O
to	O
find	O
two	O
schools	O
in	O
Georgia	O
that	O
were	O
not	O
already	O
using	O
Accelerated	B-Application
Reader	I-Application
.	O
</s>
<s>
In	O
2003	O
,	O
Samuels	O
and	O
Wu	O
found	O
that	O
,	O
after	O
six	O
months	O
,	O
third	O
-	O
and	O
fifth-grade	O
students	O
who	O
used	O
Accelerated	B-Application
Reader	I-Application
demonstrated	O
twice	O
the	O
gain	O
in	O
reading	O
comprehension	O
as	O
those	O
that	O
did	O
not	O
use	O
Accelerated	B-Application
Reader	I-Application
.	O
</s>
<s>
The	O
comparison	O
students	O
completed	O
book	O
reports	O
,	O
suggesting	O
that	O
delayed	O
feedback	O
through	O
book	O
reports	O
is	O
not	O
as	O
useful	O
as	O
the	O
immediate	O
feedback	O
provided	O
by	O
Accelerated	B-Application
Reader	I-Application
.	O
</s>
<s>
In	O
another	O
study	O
,	O
Samuels	O
and	O
Wu	O
found	O
students	O
in	O
Accelerated	B-Application
Reader	I-Application
classrooms	O
,	O
after	O
controlling	O
for	O
the	O
amount	O
of	O
time	O
spent	O
reading	O
each	O
day	O
,	O
outperformed	O
students	O
in	O
control	O
classrooms	O
.	O
</s>
<s>
Researcher	O
Keith	O
Topping	O
completed	O
a	O
number	O
of	O
studies	O
on	O
Accelerated	B-Application
Reader	I-Application
that	O
found	O
the	O
software	O
to	O
be	O
an	O
effective	O
assessment	O
for	O
deciding	O
curriculum	O
.	O
</s>
<s>
Educators	O
,	O
such	O
as	O
Cookie	O
Muncie	O
,	O
have	O
argued	O
that	O
the	O
use	O
of	O
Accelerated	B-Application
Reader	I-Application
does	O
not	O
teach	O
reading	O
for	O
comprehension	O
;	O
it	O
only	O
teaches	O
reading	O
for	O
recall.A	O
minimal	O
number	O
of	O
Literacy	O
Skill	O
Quizzes	O
in	O
Accelerated	B-Application
Reader	I-Application
claim	O
to	O
assess	O
higher	O
order	O
thinking	O
skills	O
.	O
</s>
<s>
Their	O
vignettes	O
describing	O
open	O
versus	O
closed	O
tasks	O
may	O
inform	O
how	O
we	O
consider	O
Accelerated	B-Application
Reader	I-Application
.	O
</s>
<s>
This	O
research	O
prompts	O
some	O
educators	O
to	O
refrain	O
from	O
using	O
Accelerated	B-Application
Reader	I-Application
quizzes	O
out	O
of	O
fear	O
that	O
students	O
will	O
begin	O
to	O
perceive	O
the	O
purpose	O
of	O
reading	O
as	O
answering	O
literal-recall	O
questions	O
and	O
possibly	O
lose	O
the	O
desire	O
to	O
read	O
.	O
</s>
<s>
Jim	O
Trelease	O
describes	O
Accelerated	B-Application
Reader	I-Application
,	O
along	O
with	O
Scholastic	O
's	O
Reading	O
Counts	O
!,	O
as	O
"	O
reading	O
incentive	O
software	O
"	O
in	O
an	O
article	O
exploring	O
the	O
pros	O
and	O
cons	O
of	O
the	O
two	O
software	O
packages	O
.	O
</s>
<s>
Stephen	O
D	O
.	O
Krashen	O
,	O
in	O
a	O
2003	O
literature	O
review	O
,	O
asserts	O
that	O
reading	O
incentives	O
is	O
one	O
of	O
the	O
aspects	O
of	O
Accelerated	B-Application
Reader	I-Application
.	O
</s>
<s>
For	O
example	O
,	O
the	O
ATOS	O
reading	O
level	O
of	O
Harry	B-Application
Potter	I-Application
and	I-Application
the	I-Application
Sorcerer	I-Application
's	I-Application
Stone	I-Application
is	O
5.5	O
(	O
with	O
ATOS	O
numbers	O
corresponding	O
to	O
grade	O
levels	O
)	O
.	O
</s>
<s>
Since	O
teachers	O
,	O
parents	O
and	O
student	O
use	O
readability	O
levels	O
to	O
select	O
books	O
,	O
this	O
may	O
discourage	O
students	O
from	O
reading	O
the	O
book	O
,	O
as	O
the	O
student	O
is	O
under	O
pressure	O
to	O
earn	O
Accelerated	B-Application
Reader	I-Application
points	O
during	O
the	O
school	O
year	O
,	O
although	O
students	O
can	O
take	O
tests	O
and	O
earn	O
points	O
for	O
books	O
at	O
any	O
ATOS	O
level	O
.	O
</s>
