Thoughts on Accelerated Reader

As a child, nothing pleased me more than to pick up a good book and to just read. I was "just good at it". I don't remember actually learning phonics or practicing reading books. I just always remember loving reading. Well, you say, it may be a bit difficult for me to empathize with the struggling reader who really has no interest in reading and just doesnt like to read. Well, maybe. I had my struggles too, though. But that's really not the point. Although I did enjoy reading, and for awhile there was nothing but intrinsic motivation, that didnt last forever. About the time I hit second grade, Accelerated Reader became a huge thing in schools. It also became my favorite activity. I lived to take an AR test. My fourth grade year I got the most points in the whole school. There were pizza parties, ice cream parties, and who knows what else. I would tell you without hesistation that my sole motivation was still intrinsic. But really? What elementary school child wont do something for some pizza and time out of class?
It never really dawned on me until some recent class discussions what an awful thing this program could turn into. I have always believed that it was an awesome, flawless program, and have falsely believed that because I loved it, everyone else would probably love it too. That's not the case though, I am quickly learning. One thing I noticed is that during our Fences and Ladders discussion in class, AR was mentioned more often as a fence than a ladder. The stories people told about how it was implented in their classrooms broke my heart. I really wanted their experience to be a good one like mine. Honestly, I dont remember how it was used in my classrooms. The real question: How do I take this new perspective and apply it to my classroom without further damaging the lack of motivation and pure hatred many students feel towards books. How do I use this potentially beneficial program for good and not for bad?
My first thought was, "Well, maybe I just shouldnt use it at all." I dont think that is the true answer though. It is just the easy way out. Like I said, it is a ladder for some, and a fence for others. I cant take it completely out of the mix. Really, I am still thinking about this. There are so many thoughts in my head that they are getting a little jumbled right now. This thinking, though, will probably be a never ending process. Here is what I feel is my best option. For USSR and other books students choose to read on their own time, AR will be a completely optional activity. If you feel like you want to take a test on the book you read, do it. This way there is no pressure on the student to take the test, or to not take the test. An extrinsic reward? Well, really I dont like extrinsic rewards. But if the student is motivated enough to take the test on their own free will, maybe, for every twenty points earned, they could choose the next book that I use for read aloud(out of the five-ish choices I give them). For the read-aloud book, students would be strongly encouraged to take the AR test, but it still wouldnt be a requirement. The only required AR test taking would be for in class books we read with reading groups during our Language Arts time, as a form of assessment and evaluation. However, I would be sure not to call it a test, and would do my very best to take the pressure off of the students. It would be counted in their grade, but not the sole determining factor of the grade.
In my head, this sounds like a great plan. I guess I wont know for sure until I get a chance to put the plan into action though. My only goal is to get students to enjoy reading. I will use whatever whatever means necessary to achieve it. Until it is achieved, I will continue to review and revise this plan of action. Until then, I will not be satisfied!