Abstract

Encouraging children to read extensively has been a widely recommended approach to developing reading. The National Reading Panel published a review study reporting inconclusive findings regarding the benefits of such an approach. In this systematic narrative synthesis review, we provided an update and an extension of the NRP’s review. We examined the effects of silent independent reading practices on reading outcomes for students in Grades K through 12, reviewing experimental and quasi-experimental studies between 2000 and 2020. We also incorporated a quality evaluation of primary studies. A systematic search of peer-reviewed articles was conducted, using identical procedures as in the National Reading Panel review. Our results from 14 primary studies comprising 5,522 participants in the treatment group and 4,966 in the control group alluded to no meaningful beneficial effects of independent reading on reading outcomes. However, due to a lack of primary studies adhering to the highest quality standards and implementation, it is impossible to determine whether such a result is universal or whether there might be conditions under which independent reading could be effective.

摘要

鼓励孩子广泛阅读一直是广泛推荐的发展阅读的方法。国家阅读小组发表了一项审查研究，报告了关于这种方法的好处的不确定结果。在这个系统的叙述性综合审查中，我们提供了 NRP 审查的更新和扩展。我们检查了默读独立阅读练习对 K 至 12 年级学生阅读成果的影响，回顾了 2000 年至 2020 年间的实验和准实验研究。我们还纳入了对小学研究的质量评估。使用与国家阅读小组审查相同的程序，对同行评议的文章进行了系统搜索。我们的结果来自 14 项主要研究，包括治疗组的 5,522 名参与者和 4 名参与者，对照组中的 966 人暗示独立阅读对阅读结果没有有意义的有益影响。然而，由于缺乏坚持最高质量标准和实施的初级研究，无法确定这样的结果是否具有普遍性，或者是否存在独立阅读可能有效的条件。