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.

中文翻译：

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比较阅读干预与阅读和心态干预对有阅读困难的高年级学生的效果


本研究的主要目的是检验对于有阅读困难的四年级学生，除阅读干预外还提供心态干预与仅进行阅读干预的效果。整个学年每天提供 45 分钟的阅读干预。心态干预以小组形式进行，课程时长为 24-30 分钟。通过 n 级 SEM 的多级结构方程建模 (SEM) 用于解释结构的潜在变量表示以及数据的复杂嵌套和交叉分类结构。处于阅读干预加心态条件下的学生在非单词阅读方面显着优于正常条件下的学生 (d = 0.35)，处于阅读干预条件下的学生 (d = 0.20) 也明显优于正常条件下的语音处理 (d = 0.20)。 = 0.28）。学生在非文字阅读、文字阅读、语音处理、阅读理解和成长心态这三个条件上没有显着差异。最初的阅读成绩、心态和问题行为通常不会调节这些发现。