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.

提高学生阅读频率的一种常用方法是在学校投资独立默读（ISR）：定期安排学生默读自己选择的书籍的时间。然而，ISR影响的证据尚无定论，而且它对学生阅读频率、动机和熟练程度的影响似乎存在重要障碍：特别是阅读困难的人很难选择合适的书籍，仅仅分配阅读时间并不能保证学生读，ISR 缺乏责任感，学生并不总是有机会就他们所读的内容进行互动。当前荟萃分析的目的是测试旨在克服这些障碍的 ISR 补充是否有助于 ISR 对学生阅读的影响。利用涵盖 56 个中小学学生样本的 51 项效应研究的结果，我们对整体阅读能力建立了小但显着的积极短期干预效应（Cohen's d  = 0.27）。我们还发现，ISR 的补充对于有阅读失败风险的学生特别有效。对于较强的读者来说，效果不存在。最后，我们发现老师的帮助或指导会产生负面影响，这表明阅读期间的活动可能会干扰学生对文本的参与。