Ready to Read: Ready to Read: A School-Based Intervention to Promote Growth Mindset and Reading

Not Applicable

Active, not recruiting

• Conditions: Reading
• Interventions: Behavioral: Wait-list Control; Behavioral: Reading and Growth Mindset

• Registration Number: NCT05090514
• Lead Sponsor: Stanford University

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.

Detailed Description

Not available

Basic Information
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Recruitment & Eligibility
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Study & Design
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Trial Locations

Study Timeline

• Study First Submitted: 2021-09-28
• Study First Submitted QC: 2021-10-08
• Study First Posted: 2021-10-22
• Study Start: 2021-11-02
• Primary Completion: 2022-06-01
• Status Verified: 2022-09
• Last Update Submitted: 2022-09-08
• Last Update Posted: 2022-09-10
• Study Completion: 2022-12

Recruitment & Eligibility

• Status: ACTIVE_NOT_RECRUITING
• Sex: All
• Target Recruitment: 37

Inclusion Criteria

• all children in kindergarten through 2nd grade and their caregivers at the targeted elementary school

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Exclusion Criteria

• Less than kindergarten or above 2nd grade

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Study & Design

• Study Type: INTERVENTIONAL
• Study Design: PARALLEL

Arm && Interventions

Group	Intervention	Description
Wait-list Control Group	Wait-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.
Reading and Growth Mindset Intervention Group	Reading and Growth Mindset	Parents and students receive a packet of age-appropriate books and educational materials 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.

Primary Outcome Measures

Name	Time	Method
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 Outcome Measures

Name	Time	Method
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

Trial Locations

Locations (1)

Stanford University; 🇺🇸 Stanford, California, United States