Reading intervention with a growth mindset approach improves children’s skills

Abstract

Significance Many large-scale parent interventions turn out to be ineffective, particularly for socioeconomically disadvantaged families—possibly because some parents believe that their children’s reading skills are relatively fixed and unresponsive to practicing. This study shows large and consistent effects on both reading and writing skills of second-grade children whose parents received a few children’s books and information about the value of supporting children when learning to read. Effects are at least as large for children with immigrant background or low-educated mothers as for other children—and biggest for those children whose parents before the intervention believed reading abilities to be relatively fixed. The study thereby shows a direction for effective parent interventions.

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