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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.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Reading and Growth Mindset Intervention Group | Experimental | 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. |
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| Wait-list Control Group | Active Comparator | 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. |
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| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Reading and Growth Mindset | Behavioral | 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. |
| Measure | Description | Time Frame |
|---|---|---|
| Change in Reading Achievement on the Fountas and Pinnell Benchmark Assessment System | Change in standardized reading achievement scores collected by the school district to assess reading comprehension, fluency, phonemic awareness. | Administered at baseline and through intervention completion, an average of 8 weeks |
| Measure | Description | Time Frame |
|---|---|---|
| Change in Parent Growth Mindset as applied to Reading | 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 | Administered at baseline and through intervention completion, an average of 8 weeks |
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Inclusion Criteria:
Exclusion Criteria:
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| Name | Affiliation | Role |
|---|---|---|
| Irene M Loe, MD | Stanford University | Principal Investigator |
| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Stanford University | Stanford | California | 94304 | United States |
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Demonstration project in an underserved, urban school with children randomized to intervention group or wait-list control group.
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The primary outcome, reading achievement, is measured by school personnel who are not aware of the child's study group status
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| Wait-list Control | Behavioral | 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. |
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