Personal Narrative: My Experience With Accelerated Reader
My experience with Accelerated Reader (AR) is not long, but I started doing ARs when I got to Leilehua in my freshman year. At first, it was difficult for me because I did not understand much English; therefore, when I took my first STAR test, I got a low reading level and I felt disappointed and dumb. The first time I took an AR I failed with a 60%, I was afraid that I would not meet my deadline and it would affect my grade. But somehow Leilehua’s AR system got me into reading culture. With the time I started to improve, getting a higher score, and reading level. Although it sometimes forces me to choose books I do not enjoy reading and puts pressure on me that it could affect my grade. However, AR system motivated me to read, but it is not preparing me for the future. AR should help students be prepared for the after high school life, but it is not completely doing its job. Leilehua should modify AR in order to prepare students to transition to the hallway of life and adulthood. The AR system is not providing what students need, which is to improve their reading and writing, and help them to transition to the outside world. Once students graduate, they no longer are teenagers, they immediately become adults. We, students, need to be
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prepared for that moment, that transition, to adulthood and college and the AR program is not helping us reach this goal. Students are supposed to improve four levels of reading from their freshman to senior year, which is one per year, but most students only improve two levels. Hence, the AR system in our school is not helping us to be effective readers or to be ready for the hallway of knowledge, furthermore, it needs to be innovated. AR limits students’ choices, which takes us to only read books within the AR program and narrow readability, also, it makes students read for points with deadlines, which takes the joy of reading away.
As we have to take a quiz after reading a book, it must be within the AR program, otherwise, it will not count as an AR. As well, we cannot read a book under or above our reading level, therefore, we do not get to choose any book to read. Students that use the AR program mostly read because if they do not it will hurt their grade, thus, it ends up taking the passion and joy of reading. Consequently, we might become dispassionate readers because we can only read the books with our reading levels that are available in the AR
program.
prepared for that moment, that transition, to adulthood and college and the AR program is not helping us reach this goal. Students are supposed to improve four levels of reading from their freshman to senior year, which is one per year, but most students only improve two levels. Hence, the AR system in our school is not helping us to be effective readers or to be ready for the hallway of knowledge, furthermore, it needs to be innovated. AR limits students’ choices, which takes us to only read books within the AR program and narrow readability, also, it makes students read for points with deadlines, which takes the joy of reading away.
As we have to take a quiz after reading a book, it must be within the AR program, otherwise, it will not count as an AR. As well, we cannot read a book under or above our reading level, therefore, we do not get to choose any book to read. Students that use the AR program mostly read because if they do not it will hurt their grade, thus, it ends up taking the passion and joy of reading. Consequently, we might become dispassionate readers because we can only read the books with our reading levels that are available in the AR
program.