How does student mindset affect inferential reading comprehension interventions among struggling middle school readers?

Apr 28 2022

Key Takeaway: Currently, there are many sound, evidence-based reading comprehension interventions. However, not all students will demonstrate an adequate response to these interventions. Therefore, as special educators, we need to be aware of how and why students respond to reading comprehension interventions and how attention affects reading comprehension. —Michael Ho

In their study, Amanda Martinez-Lincoln, Marcia A. Barnes, and Nathan H. Clemens (2021) used moderation analysis to investigate for whom and under what conditions reading comprehension interventions are most effective. The authors investigated the following research question: Do language status and pre-intervention levels of anxiety, mind-wandering, and mindset influence the effects of a computer-delivered or teacher-delivered inferential reading comprehension intervention in struggling middle school readers?

The study aimed to:

1) Determine whether students’ mind-wandering, anxiety, and language status were associated with a differential response to an inferential reading comprehension intervention among struggling middle school readers

2) Examine whether these effects varied across instructional delivery systems: teacher-led instruction, computer-led instruction, and a control group (program based on what struggling middle school readers typically receive)

Here are the major takeaways from the article:

Summarized Article:

Martinez-Lincoln, A., Barnes, M.A. & Clemens, N.H. Correction to: Differential Effectiveness of an Inferential Reading Comprehension Intervention for Struggling Middle School Readers in Relation to Mind-wandering, Anxiety, Mindset, and English Learner Status. Ann. of Dyslexia 71, 346 (2021). https://doi.org/10.1007/s11881-021-00215-3

Summary by: Michael Ho—Michael supports the MARIO Framework because it empowers learners to take full control of their personalized learning journey, ensuring an impactful and meaningful experience.

Additional References:

  1. Cain, K., & Oakhill, J. V. (1999). Inference making ability and its relation to comprehension failure in young children. Reading and Writing, 11, 489–503. https://doi.org/10.1023/A:1008084120205.
  2. Cain, K., Oakhill, J. V., Barnes, M. A., & Bryant, P. E. (2001). Comprehension skill, inference-making ability, and their relation to knowledge. Memory & Cognition, 29, 850–859. https://doi.org/10.3758/BF03196414.
  3. Rabiner, D. L., Godwin, J., & Dodge, K. A. (2016). Predicting academic achievement and attainment: the contribution of early academic skills, attention difficulties, and social competence. School Psychology Review, 45, 250–267. https://doi.org/10.17105/SPR45-2.250-267.

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