Ready to Read: A School-Based Intervention to Promote Growth Mindset and Reading
Overview
- Phase
- N/A
- Intervention
- Not specified
- Conditions
- Reading
- Sponsor
- Stanford University
- Enrollment
- 37
- Locations
- 1
- Primary Endpoint
- Change in Reading Achievement on the Fountas and Pinnell Benchmark Assessment System
- Status
- Active, Not Recruiting
- Last Updated
- 3 years ago
Overview
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.
Investigators
Irene M. Loe, MD
Assistant Professor
Stanford University
Eligibility Criteria
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
Outcomes
Primary Outcomes
Change in Reading Achievement on the Fountas and Pinnell Benchmark Assessment System
Time Frame: 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 Outcomes
- Change in Parent Growth Mindset as applied to Reading(Administered at baseline and through intervention completion, an average of 8 weeks)