Fostering proficient reading literacy among students has long been a central educational pursuit, considering that it is one of the most cognitively demanding skills to acquire. Technology that tailors learning experiences to fit students’ strengths and needs (i.e., personalized and adaptive learning; PAL) can be more effective than the traditional curricular approaches. However, the literature on PAL effectiveness presents an inconclusive assessment of its impact on student reading achievement, and a global synthesis has not been conducted. This meta-analysis sought to assess the degree for differences in effect estimates, and to explore reasons for the differences across a wider range of populations and interventions. Twenty-seven studies were reviewed and an effect size of g = 0.29 was found. Implications for future policy and practice are presented.

培养学生熟练的阅读素养长期以来一直是教育的核心目标，因为它是对认知能力要求最高的技能之一。定制学习体验以适应学生的优势和需求的技术（即个性化和适应性学习；PAL）可能比传统的课程方法更有效。然而，关于 PAL 有效性的文献对其对学生阅读成绩的影响进行了不确定的评估，并且尚未进行全球综合。这项荟萃分析旨在评估效果估计的差异程度，并探讨更广泛的人群和干预措施中存在差异的原因。回顾了 27 项研究， 发现效应大小为g = 0.29。提出了对未来政策和实践的影响。