The purpose of this study was to complete a systematic review of the adolescent comprehension intervention research published between 2000 and 2020 to examine the presence of instructional practices to promote student engagement. Ninety-five studies were coded and indicated that 93% of the studies included at least one instructional practice and only 15% of studies actually measured engagement. Few studies (6%) examined the relationship between engagement and outcomes; studies that incorporated instructional practices to promote engagement demonstrated a statistically significant relation to engagement. Although student engagement is accepted as important in reading, it is rarely assessed within intervention efforts.

本研究的目的是完成对 2000 年至 2020 年间发表的青少年理解干预研究的系统回顾，以检查是否存在促进学生参与的教学实践。对 95 项研究进行了编码，表明 93% 的研究至少包括一种教学实践，只有 15% 的研究实际测量了参与度。很少有研究 (6%) 考察了参与度和结果之间的关系；纳入教学实践以促进参与的研究表明与参与具有统计显着的关系。尽管学生参与被认为在阅读中很重要，但很少在干预工作中对其进行评估。