The Zone of Proximal Development is a range of reading complexity that is judged to be high enough to challenge the student but not so difficult as to discourage the student. Teachers determine the ZPD after examining how the student performs on tests of reading comprehension. At the elementary level the ZPD is approximately equal to the student’s grade equivalent score, but it tends to fall behind the GE score in higher grades. Students choose books at levels that are within the ZPD to get credit for points.
Once the student is assigned a ZPD level, he may choose any books from that level to read. After the student finishes the book he takes a short quiz on the computer. The quiz contains comprehension questions directly relating to the book he just read. If the student consistently scores between 68 and 92 percent on the quizzes he is in an appropriate ZPD. Lower scores may mean the reading level is too difficult for him, while consistent 100s may mean that he is not being challenged.
Individual student goals in the Accelerated Reading program fall into three categories. The first goal is the average score that the student gets on their quizzes. This encourages the student to take the time to understand what he is reading rather than rush through it. The second goal is the number of reading points each student earns. Each book earns a specific number of points based upon their length and complexity, and the student is expected to earn a certain number of points per grading period. The reading points goal encourages the student to read as much as possible. The final goal is the average reading level of the books they choose.
Since the Accelerated Reader emphasizes choice and individual rates of advancement, it may be helpful to include the student in the process of setting his own goals. Normally, that should not include the average score goal, which the teacher should set at 85 percent. The only exceptions should be students with cognitive disabilities who might have a hard time with standardized tests in general. Likewise the reading level goal should be within the student’s ZPD. If the student scores consistently low or high on the quizzes then the reading level should be adjusted.
The point goal is more flexible and more open to student input. This is one goal that many teachers offer rewards for achieving. Since the point goal total is based upon how much reading a student engages in, he has more control over how much he achieves. The teacher can encourage the student to set high but reachable goals by offering greater rewards for greater point totals. The student can set their own individual point total goals by computing how much time per day they are willing to spend reading in order to earn that level of reward.