View article

Studies of interventions’ impact on reading self-efficacy have been conducted since the 1980s. The purpose of this project was to conduct a systematic review of these studies because the primary studies often yielded divergent results. Included studies entailed an intervention, addressed reading specifically, and reported explicit pre- and postintervention measures of reading self-efficacy. Subjects were students in elementary grades through college. The results of a systematic search and screening procedure found 30 studies in which 2,300 subjects received treatments of various kinds while 1,957 were in control or comparison groups. A meta-analysis of three subsets of study designs revealed that each subset generated a significant effect size: treatment–control (g = 0.24, 95% confidence interval [CI] [0.10, 0.39]); treatment–comparison (g = 0.44, 95% CI [0.04, 0.84]); pretest–posttest (g = 0.36, 95% CI [0.16, 0.57 …