ERIC Number: EJ1371556
Record Type: Journal
Publication Date: 2023-Mar
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-5984
EISSN: EISSN-1554-8279
The Impact of Student Race, Sex, and Mindset on Reading Intervention Response at the Upper Elementary Level
Donegan, Rachel E.; Wanzek, Jeanne; Petscher, Yaacov; Al Otaiba, Stephanie
Elementary School Journal, v123 n3 p437-456 Mar 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 intervention only, whereas the other intervention condition incorporated both reading and mindset interventions. Through exploratory analyses, we examined student characteristics (sex, race/ethnicity, mindset) as moderators of the effects of the interventions on mindset, word attack, and reading comprehension outcomes and also explored potential interactions. Overall, we found no differential outcomes of intervention by race, sex, or initial mindset level. Our exploration of the interactions also did not yield any significant effects; however, we were limited by small sample sizes in subgroups. Overall, more research is needed to explore potential interactions moderating intervention outcomes.
Descriptors: Elementary School Students, Grade 4, Reading Difficulties, At Risk Persons, Intervention, Race, Sex, Student Characteristics, Student Reaction, World Views, Ethnicity, Reading Comprehension
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A