Ready to Read: Ready to Read: A School-Based Intervention to Promote Growth Mindset and Reading

Stanford University

Status: Active, not recruiting

Conditions: Reading

Treatments: Behavioral: Wait-list Control; Behavioral: Reading and Growth Mindset

Study type: Interventional

Funder types: Other

Identifiers

NCT05090514

61892

Details and patient eligibility

About

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.

Enrollment: 37 patients

Sex: All

Ages: 5 to 9 years old

Volunteers: Accepts Healthy Volunteers

Inclusion criteria

• all children in kindergarten through 2nd grade and their caregivers at the targeted elementary school

Exclusion criteria

• Less than kindergarten or above 2nd grade

Trial design

Primary purpose: Treatment

Allocation: Randomized

Interventional model: Parallel Assignment

Masking: Single Blind

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37 participants in 2 patient groups

Reading and Growth Mindset Intervention Group

Experimental group

Description:

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.

Treatment:

Behavioral: Reading and Growth Mindset

Wait-list Control Group

Active Comparator group

Description:

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.

Treatment:

Behavioral: Wait-list Control