Student Engagement Within Adolescent Reading Comprehension Interventions: A Systematic Literature Review. Issue 2 (April 2023)

• Record Type: Journal Article
• Authors: Anderson, Leah L.; Meline, McKenzie; Harn, Beth
• Is Part Of: Journal of education. Volume 203:Issue 2(2023)
• Page Start: 258
• Page End: 268
• Publication Date: 2023-04
• Subjects: reading comprehension -- student engagement -- reading engagement -- adolescent; Education -- Periodicals; Education -- New England -- Periodicals; Education; New England; Periodicals; 370.5
• DOI: 10.1177/00220574211032327
• Languages: English
• ISSNs: 0022-0574

Abstract

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.