Independent Reading and Student Development in Primary Schools: A Systematic Review
Authors: Mingyan Ma, Yang Deng, Mingxing Huang, Hongmei Yi
Abstract: In recent years, independent reading has been increasingly praised by scholars and reading advocates, but its effectiveness has also been questioned. In this paper, we conducted a systematic review to screen, evaluate, and analyze studies of independent reading to draw scientific conclusions on its definition, program design, and effects on primary school students’ cognitive and non-cognitive skill development. Several databases were systematically searched as of May 2021, and 57 articles were finally included in the synthesis. The following conclusions were drawn: First, although the usage of terminologies of independent reading is not unified in different studies, the definition tends to be similar. Second, most studies on the impacts of independent reading are qualitative, with just a few empirical ones and even fewer causal inferences. Third, it shows that independent reading improves primary school students’ reading attitudes, reading habits, as well as academic achievement, but its influence on reading achievement is not consistent and depends on specific program designs. Fourth, effective adult reading support is significantly important in independent reading programs, but whether providing incentive mechanisms or high investments will lead to a greater impact remains to be explored. In all, current research focuses on the impacts of independent reading on primary school students’ cognitive skill development, but insufficient attention has been paid to non-cognitive skills and the underlying mechanisms. Future studies could be carried out in these aspects.
Keywords: independent reading; program design; primary school students; cognitive skills; non-cognitive skills; systematic review
Resources, Support, Time, and Environment: Effects of an Independent Reading Program on Student Reading Attitudes, Reading Habits, and Reading Achievement
Authors: Mingyan Ma, Mingxing Huang, Hongmei Yi
Abstract: Reading is a fundamental cognitive skill that affects personal academic achievement, professional development, and lifelong learning. Independent reading is a reading model whereby students choose what, where, and when to read without any accountability and has been praised for its effectiveness in improving student reading interests. Nevertheless, controversies about independent reading include whether children read, whether it harms reading achievement, and whether it works without adult support. In this paper, we explored the causal effects of a concept-driven independent reading program—aiming is to build a campus reading environment via training sessions for principals and librarians of independent reading and their core components—on students based on data of 12,010 students in grades 4-6 from 36 urban primary schools in China. Using a matching method, we found that the program has a significantly positive effect on improving students’ reading attitudes in terms of reading affinity and value recognition of independent reading, cultivating students’ reading habits in terms of books borrowed, on-campus reading time, and reading communications as well as enhancing student confidence in reading. Mediation analysis attributes these improvements to the optimization in the campus reading environment, as reflected in reading resources, teacher support, reading time, and library environment. The program did not, however, improve student off-campus reading time or reading scores. We proposed that the former was due to the dual effects of the pressure of homework and tutoring classes and the pull of electronic entertainment, whereas the lack of high-quality teacher support might be responsible for the latter.