Effects of additions to independent silent reading on students’ reading proficiency, motivation, and behavior: Results of a meta-analysis

阅读(过程) 心理学 阅读动机 数学教育 考试(生物学) 问责 荟萃分析 干预(咨询) 教育学 语言学 哲学 法学 古生物学 内科学 精神科 生物 医学 政治学
作者
Stephan Merke,Lesya Y. Ganushchak,Roel van Steensel
出处
期刊:Educational Research Review [Elsevier]
卷期号:42: 100572-100572 被引量:1
标识
DOI:10.1016/j.edurev.2023.100572
摘要

One often used approach to increase students' reading frequency is investing in independent silent reading (ISR) at schools: regularly scheduling time during which students read silently in books of their own choice. However, evidence for the impact of ISR is inconclusive and there appear to be important barriers to its effects on students' reading frequency, motivation, and proficiency: particularly struggling readers have difficulties choosing appropriate books, simply allotting time for reading does not guarantee that students read, ISR lacks accountability, and students are not always given the opportunity to interact about what they read. The aim of the current meta-analysis was to test whether additions to ISR that aim to overcome these barriers contribute to the effects of ISR on students' reading. Using outcomes of 51 effect studies covering 56 samples of students in primary and secondary education, we established a small but significant positive short-term intervention effect on overall reading proficiency (Cohen's d = 0.27). We additionally found that additions to ISR were particularly effective for students at risk of reading failure; for stronger readers, effects were absent. Finally, we found a negative effect of help or instruction by the teacher, which suggests that activities during reading might interfere with students' engagement with texts.

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