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

Sponsor

Stanford University (Other)

Overall Status

Recruiting

CT.gov ID

NCT05090514

Collaborator

(none)

180

Enrollment

Location

Arms

Anticipated Duration (Months)

22.5

Patients Per Site Per Month

Study Details

Study Description

Brief Summary

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.

Condition or Disease	Intervention/Treatment	Phase
Reading	Behavioral: Reading and Growth Mindset Behavioral: Wait-list Control	N/A

Study Design

Study Type:

Interventional

Anticipated Enrollment :

180 participants

Allocation:

Randomized

Intervention Model:

Parallel Assignment

Intervention Model Description:

Demonstration project in an underserved, urban school with children randomized to intervention group or wait-list control group.Demonstration project in an underserved, urban school with children randomized to intervention group or wait-list control group.

Masking:

Single (Outcomes Assessor)

Masking Description:

The primary outcome, reading achievement, is measured by school personnel who are not aware of the child's study group status

Primary Purpose:

Treatment

Official Title:

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

Actual Study Start Date :

Dec 1, 2021

Anticipated Primary Completion Date :

Jun 1, 2022

Anticipated Study Completion Date :

Aug 1, 2022

Arms and Interventions

Arm	Intervention/Treatment
Experimental: Reading and Growth Mindset Intervention Group 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.	Behavioral: Reading and Growth Mindset Parents and students receive a packet of age-appropriate books and educational materials (flyer/handouts, link to educational video) 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.
Active Comparator: Wait-list Control Group 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.	Behavioral: Wait-list Control 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 or any information on growth mindset and reading.

Arm

Intervention/Treatment

Experimental: Reading and Growth Mindset Intervention Group

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.

Behavioral: Reading and Growth Mindset

Parents and students receive a packet of age-appropriate books and educational materials (flyer/handouts, link to educational video) 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.

Active Comparator: Wait-list Control Group

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.

Behavioral: Wait-list Control

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 or any information on growth mindset and reading.

Outcome Measures

Primary Outcome Measures

Change in Reading Achievement on the Fountas and Pinnell Benchmark Assessment System [Administered at baseline and through intervention completion, an average of 8 weeks]
Change in standardized reading achievement scores collected by the school district to assess reading comprehension, fluency, phonemic awareness.

Secondary Outcome Measures

Change in Parent Growth Mindset as applied to Reading [Administered at baseline and through intervention completion, an average of 8 weeks]
Change in parent growth mindset as assessed by 6 mindset questions based on prior studies on reading abilities in children, assessed on a 6-point Likert scale. Modeled after the classic Growth Mindset of Intelligence questionnaires

Eligibility Criteria

Criteria

Ages Eligible for Study:

5 Years to 9 Years

Sexes Eligible for Study:

All

Accepts Healthy Volunteers:

Yes

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

Contacts and Locations

Locations

	Site	City	State	Country	Postal Code
1	Stanford University	Stanford	California	United States	94304

Sponsors and Collaborators

Stanford University

Investigators

Principal Investigator: Irene M Loe, MD, Stanford University

Study Documents (Full-Text)

None provided.

More Information

Publications

None provided.

Responsible Party:

Irene M. Loe, MD, Assistant Professor, Stanford University

ClinicalTrials.gov Identifier:

NCT05090514

Other Study ID Numbers:

61892

First Posted:

Oct 22, 2021

Last Update Posted:

Jan 24, 2022

Last Verified:

Jan 1, 2022

Individual Participant Data (IPD) Sharing Statement:

Plan to Share IPD:

Studies a U.S. FDA-regulated Drug Product:

Studies a U.S. FDA-regulated Device Product:

Keywords provided by Irene M. Loe, MD, Assistant Professor, Stanford University

Reading

Growth Mindset

Study Results

No Results Posted as of Jan 24, 2022