Comparing the Effects of Reading Intervention Versus Reading and Mindset Intervention for Upper Elementary Students With Reading Difficulties
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 ye...
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| Veröffentlicht in: | Journal of learning disabilities 2021-05, Vol.54 (3), p.203-220 |
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| container_title | Journal of learning disabilities |
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| creator | Wanzek, Jeanne Otaiba, Stephanie Al Petscher, Yaacov Lemons, Christopher J. Gesel, Samantha A. Fluhler, Sally Donegan, Rachel E. Rivas, Brenna K. |
| description | 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. |
| doi_str_mv | 10.1177/0022219420949281 |
| format | Article |
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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.</description><identifier>ISSN: 0022-2194</identifier><identifier>ISSN: 1538-4780</identifier><identifier>EISSN: 1538-4780</identifier><identifier>DOI: 10.1177/0022219420949281</identifier><identifier>PMID: 32814508</identifier><language>eng</language><publisher>Los Angeles, CA: SAGE Publications</publisher><subject>Business students ; Child ; Classification ; Comprehension ; Dyslexia - therapy ; Elementary School Students ; Grade 4 ; Humans ; Interpersonal Competence ; Intervention ; Learning disabilities ; Phonological processing ; Phonology ; Program Effectiveness ; Rating Scales ; Reading ; Reading achievement ; Reading Comprehension ; Reading Difficulties ; Reading disabilities ; Reading Fluency ; Reading Instruction ; Reading Tests ; Response to Intervention ; Schools ; Small groups ; Special education ; Structural Equation Models ; Student Attitudes ; Students ; Students with disabilities</subject><ispartof>Journal of learning disabilities, 2021-05, Vol.54 (3), p.203-220</ispartof><rights>Hammill Institute on Disabilities 2020</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c484t-2918663e1cc497c8873059d55b1767afb60d17055111f5dbb05040100770ea1e3</citedby><cites>FETCH-LOGICAL-c484t-2918663e1cc497c8873059d55b1767afb60d17055111f5dbb05040100770ea1e3</cites><orcidid>0000-0002-8045-1607 ; 0000-0001-7310-7667 ; 0000-0001-8858-3498 ; 0000-0002-5789-1882</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://journals.sagepub.com/doi/pdf/10.1177/0022219420949281$$EPDF$$P50$$Gsage$$H</linktopdf><linktohtml>$$Uhttps://journals.sagepub.com/doi/10.1177/0022219420949281$$EHTML$$P50$$Gsage$$H</linktohtml><link.rule.ids>230,314,780,784,885,21819,27924,27925,30999,43621,43622</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1293886$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/32814508$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Wanzek, Jeanne</creatorcontrib><creatorcontrib>Otaiba, Stephanie Al</creatorcontrib><creatorcontrib>Petscher, Yaacov</creatorcontrib><creatorcontrib>Lemons, Christopher J.</creatorcontrib><creatorcontrib>Gesel, Samantha A.</creatorcontrib><creatorcontrib>Fluhler, Sally</creatorcontrib><creatorcontrib>Donegan, Rachel E.</creatorcontrib><creatorcontrib>Rivas, Brenna K.</creatorcontrib><title>Comparing the Effects of Reading Intervention Versus Reading and Mindset Intervention for Upper Elementary Students With Reading Difficulties</title><title>Journal of learning disabilities</title><addtitle>J Learn Disabil</addtitle><description>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.</description><subject>Business students</subject><subject>Child</subject><subject>Classification</subject><subject>Comprehension</subject><subject>Dyslexia - therapy</subject><subject>Elementary School Students</subject><subject>Grade 4</subject><subject>Humans</subject><subject>Interpersonal Competence</subject><subject>Intervention</subject><subject>Learning disabilities</subject><subject>Phonological processing</subject><subject>Phonology</subject><subject>Program Effectiveness</subject><subject>Rating Scales</subject><subject>Reading</subject><subject>Reading achievement</subject><subject>Reading Comprehension</subject><subject>Reading Difficulties</subject><subject>Reading disabilities</subject><subject>Reading Fluency</subject><subject>Reading Instruction</subject><subject>Reading Tests</subject><subject>Response to Intervention</subject><subject>Schools</subject><subject>Small groups</subject><subject>Special education</subject><subject>Structural Equation Models</subject><subject>Student Attitudes</subject><subject>Students</subject><subject>Students with disabilities</subject><issn>0022-2194</issn><issn>1538-4780</issn><issn>1538-4780</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2021</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><recordid>eNp1kUFv1DAQhSMEokvhzgVkiQuXwNixY-eChJYFioqQgMLRcpLxrqtsHGynEj-C_4xXWwKtxMnWvG_evNEUxWMKLyiV8iUAY4w2nEHDG6bonWJFRaVKLhXcLVYHuTzoJ8WDGC8BgDNZ3y9OqsxyAWpV_Fr7_WSCG7ck7ZBsrMUuReIt-YymP5TPxoThCsfk_Ei-YYhzXDQz9uSjG_uI6SZnfSAX04SBbAbc56IJP8mXNPf5G8l3l3aLxxtnrevmITmMD4t71gwRH12_p8XF283X9fvy_NO7s_Xr87LjiqeSNVTVdYW063gjO6VkBaLphWiprKWxbQ09lSAEpdSKvm1BAAcKICWgoVidFq-OvtPc7rHvcqpgBj0Ft89BtTdO31RGt9Nbf6UVSEGhygbPrw2C_zFjTHrvYofDYEb0c9SMV0IKVQPP6LNb6KWfw5jX00zQSjCoK5EpOFJd8DEGtEsYCvpwa3371rnl6b9LLA1_jpuBJ0cAg-sWefOBsqZSqs56edSj2eLfVP8d-Bszmbub</recordid><startdate>20210501</startdate><enddate>20210501</enddate><creator>Wanzek, Jeanne</creator><creator>Otaiba, Stephanie Al</creator><creator>Petscher, Yaacov</creator><creator>Lemons, Christopher J.</creator><creator>Gesel, Samantha A.</creator><creator>Fluhler, Sally</creator><creator>Donegan, Rachel E.</creator><creator>Rivas, Brenna K.</creator><general>SAGE Publications</general><general>SAGE Publications and Hammill Institute on Disabilities</general><general>SAGE PUBLICATIONS, INC</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>7T9</scope><scope>K9.</scope><scope>NAPCQ</scope><scope>7X8</scope><scope>5PM</scope><orcidid>https://orcid.org/0000-0002-8045-1607</orcidid><orcidid>https://orcid.org/0000-0001-7310-7667</orcidid><orcidid>https://orcid.org/0000-0001-8858-3498</orcidid><orcidid>https://orcid.org/0000-0002-5789-1882</orcidid></search><sort><creationdate>20210501</creationdate><title>Comparing the Effects of Reading Intervention Versus Reading and Mindset Intervention for Upper Elementary Students With Reading Difficulties</title><author>Wanzek, Jeanne ; 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| subjects | Business students Child Classification Comprehension Dyslexia - therapy Elementary School Students Grade 4 Humans Interpersonal Competence Intervention Learning disabilities Phonological processing Phonology Program Effectiveness Rating Scales Reading Reading achievement Reading Comprehension Reading Difficulties Reading disabilities Reading Fluency Reading Instruction Reading Tests Response to Intervention Schools Small groups Special education Structural Equation Models Student Attitudes Students Students with disabilities |
| title | Comparing the Effects of Reading Intervention Versus Reading and Mindset Intervention for Upper Elementary Students With Reading Difficulties |
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