Ready to Read: A School-Based Intervention to Promote Growth Mindset and Reading
试验速览
- 阶段
- 不适用
- 状态
- 进行中（未招募）
- 入组人数
- 37
- 试验地点
- 2
- 主要终点
- Change in Reading Achievement on the Fountas and Pinnell Benchmark Assessment System
研究概览
简要总结
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.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Treatment
- 盲法
- Single (Outcomes Assessor)
盲法说明
The primary outcome, reading achievement, is measured by school personnel who are not aware of the child's study group status
入排标准
- 年龄范围
- 5 Years 至 9 Years（Child）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •all children in kindergarten through 2nd grade and their caregivers at the targeted elementary school
排除标准
- •Less than kindergarten or above 2nd grade
结局指标
主要结局
Change in Reading Achievement on the Fountas and Pinnell Benchmark Assessment System
时间窗: 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.
次要结局
- Change in Parent Growth Mindset as applied to Reading(Administered at baseline and through intervention completion, an average of 8 weeks)
研究者
Irene M. Loe, MD
Assistant Professor
Stanford University