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Direct linkGesel, Samantha A.; Donegan, Rachel E.; Heo, Jungyeong; Petscher, Yaacov; Wanzek, Jeanne; Al Otaiba, Stephanie; Lemons, Christopher J. – Reading and Writing: An Interdisciplinary Journal, 2023
Recent research has focused on evaluating the relation between mindset and reading achievement. We used exploratory factor mixture models (E-FMMs) to examine the heterogeneity in reading achievement and mindset of 650 fourth graders with reading difficulties. To build E-FMMs, we conducted confirmatory factor analyses to examine the factor…
Descriptors: Reading Achievement, Reading Attitudes, Reading Difficulties, World Views
Donegan, Rachel E.; Wanzek, Jeanne; Petscher, Yaacov; Al Otaiba, Stephanie – Elementary School Journal, 2023
Effects from different studies of reading and mindset interventions are inconsistent, pointing to the need to investigate moderating factors affecting response. In this study, we implemented two intensive intervention conditions for fourth-grade students with/at risk for reading disabilities (N = 360). One intervention condition included reading…
Descriptors: Elementary School Students, Grade 4, Reading Difficulties, At Risk Persons
Download full textTock, Jamie L.; Quinn, Jamie M.; Otaiba, Stephanie Al; Petscher, Yaacov; Wanzek, Jeanne – Assessment for Effective Intervention, 2021
Much attention has been given to the development and validation of measures of growth mindset and its impact on learning, but the previous work has largely been focused on general measures of growth mindset. This research was focused on establishing the psychometric properties of a reading mindset (RM) measure among a sample of upper elementary…
Descriptors: Reading Attitudes, Attitude Measures, Test Construction, Test Validity
Al Otaiba, Stephanie; Wanzek, Jeanne; Petscher, Yaacov; Fluhler, Sally; Rivas, Brenna; Russell Freudenthal, Dayna – Topics in Language Disorders, 2023
The purpose of this study was to examine the effects of a virtual intensive reading intervention embedded with mindset training compared with typical reading instruction in a business-as-usual (BAU) condition delivered to fourth-grade students with or at risk for reading disabilities. After screening, the 59 participants were stratified and…
Descriptors: Reading Instruction, Grade 4, Elementary School Students, At Risk Students
Wanzek, Jeanne; Otaiba, Stephanie Al; Petscher, Yaacov; Lemons, Christopher J.; Gesel, Samantha A.; Fluhler, Sally; Donegan, Rachel E.; Rivas, Brenna K. – Journal of Learning Disabilities, 2021
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…
Descriptors: Intervention, Reading Instruction, Student Attitudes, Elementary School Students
Steacy, Laura M.; Petscher, Yaacov; Elliott, James D.; Smith, Kathryn; Rigobon, Valeria M.; Abes, Daniel R.; Edwards, Ashley A.; Himelhoch, Alexandra C.; Rueckl, Jay G.; Compton, Donald L. – Learning Disability Quarterly, 2021
We modeled word reading growth in typically developing (n = 118) and children with dyslexia (n = 20), Grades 2-5, across multiple exposures to 30 words. We explored the facilitative versus inhibitory effects of exposures to differential mixes of words that support high- versus low-frequency vowel pronunciations. One training corpus contained a…
Descriptors: Dyslexia, Grade 2, Grade 3, Grade 4
