Effects of Growth Mindset Integrated Reading Intervention for Students with Reading Difficulties in Grades 4-5

• In Event: Intervening for Impact: Mindsets, Executive Function, and Self-Regulation from Early Childhood to College

Abstract

This study examined the effects of i-SMART, a reading intervention that integrates growth mindset instruction into evidence-based comprehension strategy instruction for upper-elementary students with reading difficulties. In a quasi-experimental design (N = 117), i-SMART was compared to a reading-only intervention and a business-as-usual control. Students in the i-SMART group showed significantly greater gains in self-efficacy (g = 0.67), effort attributions (g = 0.79), and mindset and science knowledge (g = 1.51 and 1.16) compared to the control. Compared to the reading-only group, they showed significantly greater mindset knowledge (g = 1.21) and small to moderate, but nonsignificant, motivational gains. No significant effects on reading comprehension were observed. Findings suggest mindset instruction can enhance motivation but showed limited short-term transfer to comprehension.

Authors

• Eunsoo Cho, University of California - Riverside

• Philip Capin, Harvard University

• Sarah Reiley, Michigan State University