A meta-analysis was conducted on domestic journal articles and dissertations published over the past 20 years that developed and experimentally tested the effectiveness of teaching and learning methods for enhancing reading motivation. Through a systematic literature review, 40 papers were selected, and 51 effect sizes extracted from these papers were analyzed. The results revealed a publication bias, with a standard error greater than 0.4, indicating the possibility of bias. The overall effect size was 0.75 before the trim-and-fill adjustment and 0.23 after the adjustment. Individual effect sizes varied based on different learner characteristics, experimental treatment features, and whether the mechanism for enhancing reading motivation was considered in the teaching and learning methods. It was confirmed that effect sizes were larger when the learners were younger, the teaching and learning methods were applied for a longer duration, and when the autonomy mechanism was incorporated into the teaching and learning methods. These findings were discussed in relation to those of previous research.