Comparison of a teacher's positive affect and a teacher's neutral affect on student participation in the accelerated reader program

Research indicates that there currently is a decline in student participation in recreational reading. Accordingly, this quasi-experimental study utilized the theoretical perspective of Marzano's taxonomy of human behavior to compare how affect displayed by teachers affected student participation in an accelerated reader (AR) program. The convenience sample was comprised of 3rd grade students enrolled in 2 classes in a rural South Carolina school. To examine the impact of teacher displays of affect on student AR engagement and performance, one class of 18 students experienced neutral affect displays by the teacher during feedback; whereas the other class of 18 students experienced positive affect displays by the teacher during feedback. Standardized AR diagnostic metrics including the number of AR tests taken, AR tests passed, and grade point average were analyzed using independent-measures t tests. Results demonstrated significantly superior engagement and performance by students in the positive affect classroom than was observed for students in the neutral affect classroom across all metrics. These results led to a recommendation that teachers be coached on employing their affect to boost student participation and performance in recreational reading programs. Positive social change can result when increased participation in recreational reading gives students more reading practice and improved reading skills. These improved skills can build stronger foundations to shape more academic successful students and literate, informed citizens.