Revisiting the fourth-grade slump among black children / (Record no. 9009)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 01588nam a22001457a 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20230808163435.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 230808b ph ||||| |||| 00| 0 eng d |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | OCT |
| 240 ## - UNIFORM TITLE | |
| Uniform title | The Elementary School Journal / |
| Medium | March 2023 |
| 245 ## - TITLE STATEMENT | |
| Title | Revisiting the fourth-grade slump among black children / |
| Statement of responsibility, etc. | Nicole Patton Terry, Brandy Gatlin-Nask, Mi-Young Webb, & S. Rebecca Summy |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Place of publication, distribution, etc. | Chicago, IL : |
| Name of publisher, distributor, etc. | The University of Chicago Press, |
| Date of publication, distribution, etc. | 2023 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | Vol 123 (3) : pages 414-436 |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Formatted contents note | ABSTRACT <br/><br/>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; how ever, we were limited by small sample sizes in subgroups. Overall, more research is needed to explore potential interactions moderating intervention outcomes. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Dewey Decimal Classification |
| Koha item type | Books |
| Suppress in OPAC | No |
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