An emerging body of research has evaluated the role of growth mindset in educational achievement, yet little work has focused on the unique role of mindset to standardized reading outcomes. Our study presents four key outcomes in a sample of 195 fourth-grade students. First, we evaluated the dimensionality of general and reading-specific mindset and found that a global factor of growth mindset (GGM) existed along with specific factors of general and reading mindset. Second, GGM and reading mindset strongly predicted word reading and reading comprehension. Third, GGM and reading mindset uniquely predicted reading comprehension after controlling for basic word reading skills. Fourth, GGM was more strongly associated with reading comprehension for those individuals with weaker reading comprehension skills while reading mindset was more strongly associated with reading comprehension for those with stronger reading comprehension skills. Our findings suggest the potential importance of assessing general and reading-specific mindset linked to reading. [This paper was published in "Scientific Studies of Reading" v21 p376-391 2017 (EJ1152115).]