Reading
Conditions
Keywords
Reading, Growth Mindset
Brief summary
Primary Aim/Objective: To determine if a school-based intervention promoting reading with a growth mindset framework improves student reading achievement in the intervention group compared to a wait-list comparison group of children in kindergarten through 2nd grade. Secondary Aim/Objective: To determine if students whose parents endorse a fixed mindset with regard to student reading abilities show more improvement post-intervention than parents that endorse growth mindset. Secondary Aim/Objective: To determine if more parents endorse growth than fixed mindset post-intervention.
Interventions
BEHAVIORALReading and Growth Mindset
Parents and students receive a packet of age-appropriate books and educational materials (flyer/handouts, link to educational video) on how to read together/promote reading with their child using growth mindset strategies and where to find other reading materials. Parents also receive 2 weekly text messages with tips and reminders to read with their child daily for 20 minutes over the course of 8 weeks. The messages contain a link to a secure Redcap survey to log days and time spent reading the prior week.
BEHAVIORALWait-list Control
Parents and students receive a packet of age-appropriate books at the same time as the intervention group, but do not receive specialized instruction or reminders to read or any information on growth mindset and reading.
Sponsors
Stanford University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
TREATMENT
Masking
SINGLE (Outcomes Assessor)
Masking description
The primary outcome, reading achievement, is measured by school personnel who are not aware of the child's study group status
Intervention model description
Demonstration project in an underserved, urban school with children randomized to intervention group or wait-list control group.
Eligibility
Sex/Gender
ALL
Age
5 Years to 9 Years
Healthy volunteers
Yes
Inclusion criteria
* all children in kindergarten through 2nd grade and their caregivers at the targeted elementary school
Exclusion criteria
* Less than kindergarten or above 2nd grade
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Change in Reading Achievement on the Fountas and Pinnell Benchmark Assessment System | Administered at baseline and through intervention completion, an average of 8 weeks | Change in standardized reading achievement scores collected by the school district to assess reading comprehension, fluency, phonemic awareness. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Change in Parent Growth Mindset as applied to Reading | Administered at baseline and through intervention completion, an average of 8 weeks | Change in parent growth mindset as assessed by 6 mindset questions based on prior studies on reading abilities in children, assessed on a 6-point Likert scale. Modeled after the classic Growth Mindset of Intelligence questionnaires |
Countries
United States
Outcome results
None listed