Fostering proficient reading literacy among students has long been a central educational pursuit, considering that it is one of the most cognitively demanding skills to acquire. Technology that tailors learning experiences to fit students’ strengths and needs (i.e., personalized and adaptive learning; PAL) can be more effective than the traditional curricular approaches. However, the literature on PAL effectiveness presents an inconclusive assessment of its impact on student reading achievement, and a global synthesis has not been conducted. This meta-analysis sought to assess the degree for differences in effect estimates, and to explore reasons for the differences across a wider range of populations and interventions. Twenty-seven studies were reviewed and an effect size of g = 0.29 was found. Implications for future policy and practice are presented.

中文翻译：

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探索个性化和自适应学习技术对阅读素养的影响：一项全球荟萃分析


长期以来，培养学生熟练的阅读素养一直是一项核心教育追求，因为它是需要获得的最高认知技能之一。根据学生的优势和需求定制学习体验的技术（即个性化和适应性学习;PAL） 可能比传统的课程方法更有效。然而，关于 PAL 有效性的文献对其对学生阅读成绩的影响没有定论评估，并且尚未进行全球综合。本荟萃分析旨在评估效果估计差异的程度，并探讨在更广泛的人群和干预措施中造成差异的原因。回顾了 27 项研究，发现效应量为 g = 0.29。提出了对未来政策和实践的影响。