[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-592987-105":59,"doc-detail-592987-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","establishing-a-reading-mindset-measure-a-validation-study","Establishing a Reading Mindset Measure - A Validation Study","","Establishing a Reading Mindset (RM) measure for upper elementary students, the study validates psychometric properties and examines relations to standardized assessments of word reading and comprehension. Built to capture beliefs about reading ability, learning goals, and effort, items were selected using item response theory from prior item pools. The final five-item RM measure predicted reading comprehension beyond word reading, supporting its use for diagnosing noncognitive areas of improvement. Implications and future expansion directions are discussed.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/establishing-a-reading-mindset-measure-a-validation-study/592987/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/establishing-a-reading-mindset-measure-a-validation-study/592987.png","ImageObject",300,407,{"name":92,"@type":93},"Marglet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of establishing the Reading Mindset (RM) measure?","Question",{"text":112,"@type":113},"To validate the psychometric properties of a reading mindset measure for upper elementary students and to test how it relates to standardized word reading and comprehension outcomes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the RM measure constructed and validated?",{"text":117,"@type":113},"The study selected items using item response theory from an existing pool of items to optimally measure RM, then validated the measure through its relations with standardized reading measures.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the final RM measure predict regarding reading comprehension?",{"text":121,"@type":113},"A five-item RM measure predicted reading comprehension outcomes above and beyond the effects of word reading.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592987,1792952546,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336477982702,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Establishing a Reading Mindset Measure: A Validation Study  \nAssessment for Effective Intervention 2021, Vol. 46(4) 281–291  \n© Hammill Institute on Disabilities 2020 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/1534508420936753](DOI: 10.1177/1534508420936753)[ ](DOI: 10.1177/1534508420936753)[aei.sagepub.com](aei.sagepub.com)  \nJamie L. Tock, PhD 1, Jamie M. Quinn, PhD 1, Stephanie Al Otaiba, PhD2, Yaacov Petscher, PhD 1, and Jeanne Wanzek, PhD3  \nAbstract  \nMuch attention has been given to the development and validation of measures of growth mindset and its impact on learning, but the previous work has largely been focused on general measures of growth mindset. This research was focused on establishing the psychometric properties of a reading mindset (RM) measure among a sample of upper elementary school students and validating the measure through its relations with standardized measures of word reading and comprehension. The RM measure was developed to capture student’s beliefs about their ability, learning goals, and effort during reading. Item response theory was used to select items that optimally measured the RM measure from a pool of existing items from previous research. The final five-item RM measure predicted reading comprehension outcomes above and beyond the effects of word reading, indicating that this measure may be an important tool for diagnosing noncognitive areas of improvement for developing readers. The implications, limitations, and future directions for expanding upon the measure were discussed.  \nKeywords  \nreading mindset, growth mindset, reading comprehension, word reading, upper elementary  \nSkilled reading comprehension (RC), or proficient reading of connected text to derive meaning and understanding, is dependent on underlying component skills, such as word decoding and listening comprehension (Gough & Tunmer, 1986; Kim, 2017; Tunmer & Chapman, 2012) . Studies investigating relations among these skills have provided mixed evidence. Some research has shown that 99% to 100% of the variance in RC is accounted for by these component skills (e.g., Foorman et al., 2015; Kim, 2017); however, other research has shown variance accounted for in RCtobe between 50% and 75%(Joshi et al., 2012; Ouellette & Beers, 2010) . Indeed, a recent large-scale meta-analysis of 155 studies indicated that reading component skills (e.g., vocabulary, listening comprehension, word reading (WR), and fluency) and cognitive factors (e.g., background knowledge, reasoning and inference, and working memory) accounted for 60% of the variance in RC, leaving the remaining variance to be explained by unmeasured noncognitive variables and measurement-related error (Quinn & Wagner, 2018) .  \nIn this study, the focus was on potential noncognitive variables that might account for unexplained variance in RC for students in upper elementary school. Comprehension, specifically reading to learn, becomes increasingly important in both English language arts and across content areas for students in upper elementary grades, by which time they  \nare expected to have mastered earlier phases of learning how to read (e.g., Adams, 1990) . Yet researchers’ findings from reading intervention studies indicate that it is challenging to improve RC skills for struggling readers once students reach the upper elementary grades, particularly when the assessments are standardized measures of comprehension, rather than near-transfer measures (e.g., Quinn & Wagner, 2018; Wanzek & Roberts, 2012). Thus, this is an important window of time as research has shown that students who struggle to read in upper elementary school are likely to remain struggling readers through high school (Brasseur-Hock et al., 2011; Francis et al., 1996; Moats, 1999; Vaughn et al., 2003), and subsequently are at higher  \nrisk for dropping out of school (Dynarski et al., 2008) .  \nA variety of n","cbCairApSWhloQGO","https://ap.wps.com/l/cbCairApSWhloQGO","pdf",551340,11,"English","# Abstract\n# Keywords\n# Reading comprehension and component skills\n# Reading intervention challenges in upper elementary\n# Noncognitive factors and mindset theory","[{\"question\":\"What is the purpose of establishing the Reading Mindset (RM) measure?\",\"answer\":\"To validate the psychometric properties of a reading mindset measure for upper elementary students and to test how it relates to standardized word reading and comprehension outcomes.\"},{\"question\":\"How was the RM measure constructed and validated?\",\"answer\":\"The study selected items using item response theory from an existing pool of items to optimally measure RM, then validated the measure through its relations with standardized reading measures.\"},{\"question\":\"What did the final RM measure predict regarding reading comprehension?\",\"answer\":\"A five-item RM measure predicted reading comprehension outcomes above and beyond the effects of word reading.\"}]","Establishing a Reading Mindset Measure - A Validation Study | PDF",1792076330,28]