Comparing the Effects of Reading Intervention versus Reading and Mindset Intervention for Upper Elementary Students with Reading Difficulties

Autor/inn/en	Wanzek, Jeanne; Otaiba, Stephanie Al; Petscher, Yaacov; Lemons, Christopher J.; Gesel, Samantha A.; Fluhler, Sally; Donegan, Rachel E.; Rivas, Brenna K.
Titel	Comparing the Effects of Reading Intervention versus Reading and Mindset Intervention for Upper Elementary Students with Reading Difficulties
Quelle	In: Journal of Learning Disabilities, 54 (2021) 3, S.203-220 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wanzek, Jeanne) ORCID (Petscher, Yaacov) ORCID (Gesel, Samantha A.) ORCID (Donegan, Rachel E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219420949281
Schlagwörter	Intervention; Reading Instruction; Student Attitudes; Elementary School Students; Reading Difficulties; Grade 4; Structural Equation Models; Program Effectiveness; Response to Intervention; Reading Tests; Reading Fluency; Reading Comprehension; Interpersonal Competence; Rating Scales; Test of Word Reading Efficiency; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Gates MacGinitie Reading Tests; Social Skills Improvement Rating Systems + Suchen Sie Ihr Suchwort? Leseunterricht; Schülerverhalten; Reading difficulty; Leseschwierigkeit; School year 04; 4. Schuljahr; Schuljahr 04; Lesetest; Leseverstehen; Interpersonale Kompetenz; Rating-Skala
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. (As Provided).
Anmerkungen	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: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01