Examining the Effects of Silent Independent Reading on Reading Outcomes: A Narrative Synthesis Review from 2000 to 2020

Autor/inn/en	Erbeli, Florina; Rice, Marianne
Titel	Examining the Effects of Silent Independent Reading on Reading Outcomes: A Narrative Synthesis Review from 2000 to 2020
Quelle	In: Reading & Writing Quarterly, 38 (2022) 3, S.253-271 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Erbeli, Florina) ORCID (Rice, Marianne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2021.1944830
Schlagwörter	Outcomes of Education; Silent Reading; Independent Reading; Reading Achievement; Elementary School Students; Secondary School Students; Reading Fluency; Vocabulary Development; Reading Comprehension; Reading Improvement; Effect Size + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Stilles Lesen; Freies Lesen; Leseleistung; Sekundarschüler; Wortschatzarbeit; Leseverstehen
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01