Using Dialogic Reading to Foster a Growth Mindset in Early Elementary Students

Abstract

The present study examines the use of dialogic reading strategies during whole class read alouds of picture books specifically chosen for their likelihood of illustrating particular growth mindset concepts. The researcher describes the concept of growth mindset, gaps in current growth mindset research, benefits of dialogic reading, and development of survey questions for the present study. Case study findings focus on outcomes obtained with a class of seventeen first grade students. The read alouds resulted in greater student understandings of growth mindset concepts. Students were able to support their survey question answers with evidence from the lessons using growth mindset phrases. When comparing pre-survey and post-survey data, the growth mindset read alouds resulted in improved self-talk, as well as stronger understandings and support of the notion that “mistakes help me learn.” Study limitations and time constraints are detailed and followed by a description of how this research experience impacted the researcher as a future teacher.