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Comparing the Effects of Reading Intervention versus Reading and Mindset Intervention for Upper Elementary Students with Reading Difficulties
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- Author(s): Wanzek, Jeanne (ORCID
Wanzek, Jeanne (ORCID 0000-0002-5789-1882 ); Otaiba, Stephanie Al; Petscher, Yaacov (ORCIDPetscher, Yaacov (ORCID 0000-0001-8858-3498 ); Lemons, Christopher J.; Gesel, Samantha A. (ORCIDGesel, Samantha A. (ORCID 0000-0002-8045-1607 ); Fluhler, Sally; Donegan, Rachel E. (ORCIDDonegan, Rachel E. (ORCID 0000-0001-7310-7667 ); Rivas, Brenna K.- Language:
English- Source:
Journal of Learning Disabilities. May-Jun 2021 54(3):203-220.- Publication Date:
2021- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: http://sagepub.com
- Peer Reviewed: Y
- Source: 18
- Sponsoring Agency: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
- Contract Number: R01HD091232
- Education Level: Elementary Education
Grade 4
Intermediate Grades - Subject Terms:
- Subject Terms:
- Accession Number: 10.1177/0022219420949281
- ISSN: 0022-2194
- Abstract: The primary purpose of this study was to examine the effects of providing mindset intervention in addition to reading intervention compared with only reading intervention for fourth graders with reading difficulties. Reading intervention was provided daily in 45 min sessions throughout the school year. Mindset intervention occurred in small groups for 24-30 min lessons. Multilevel structural equation modeling (SEM) via n-level SEM was used to account for the latent variable representation of constructs, and the complex nesting and cross-classification structure of the data. Students in the reading intervention plus mindset condition significantly outperformed the business as usual condition on nonword reading (d = 0.35) as did students in the reading intervention condition (d = 0.20), who also outperformed the business as usual condition on phonological processing (d = 0.28). There were no significant differences among students in the three conditions on nonword reading, word reading, phonological processing, reading comprehension, or growth mindset. Initial reading achievement, mindset, and problem behavior did not generally moderate these findings.
- Abstract: As Provided
- Publication Date: 2021
- Accession Number: EJ1293886
- Availability:
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