TY  - BOOK
TI  - Revisiting the fourth-grade slump among black children
PY  - 2023///
CY  - Chicago, IL : 
PB  - The University of Chicago Press
N1  - ABSTRACT 

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.
ER  -