The Effect of Growth Mindset Feedback on the Reading Fluency of on and Below Level Third Graders

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dc.contributor.authorLee, Robin
dc.contributor.programMasters of Educationen_US
dc.date.accessioned2018-12-18T17:09:25Z
dc.date.available2018-12-18T17:09:25Z
dc.date.issued2018-12-17
dc.description.abstractThe purpose of this study was to evaluate the effectiveness of growth mindset feedback on the reading fluency development of on and below level third grade students. The measurement tool used was the Fountas and Pinnell Benchmark Assessment system and the Treasures Fluency Assessment book for grades 1-6. Growth mindset feedback was delivered through a digital survey and reflection questions. This study utilized quasi experimental pretest-posttest design. Growth Mindset feedback did not statistically impact reading fluency. Research on the impact of growth mindset on reading growth should continue due to the importance of reading on future academic success.en_US
dc.format.extent25 pagesen_US
dc.genreaction research papersen_US
dc.identifierdoi:10.13016/M2QN5ZG3X
dc.identifier.urihttp://hdl.handle.net/11603/12298
dc.language.isoen_USen_US
dc.relationMaster of Education
dc.relation.isAvailableAtGoucher College, Baltimore, MD
dc.rightsThis work may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.
dc.subjectGrowth Mindseten_US
dc.subjectReading Fluencyen_US
dc.subjectReadingen_US
dc.subject.lcshEducation -- Research papers (Graduate).
dc.titleThe Effect of Growth Mindset Feedback on the Reading Fluency of on and Below Level Third Gradersen_US
dc.typeTexten_US

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