Growth Mindset Lessons Impact Reading Identities

Abstract

As a teacher, we can help students understand who they are as a reader, but most importantly, foster an environment for students to develop a positive reading identity. A student with a positive reading identity is more likely to remain engaged in challenging texts, motivated to read for pleasure, persevere through reading tasks, and strive to achieve their goals. However, educators continually aspire to find ways to instruct and guide students into having the mindset that they can complete challenging tasks and practice difficult skills to become a better student and reader. In this investigation, I explored if growth mindset instruction, along with practice using the growth mindset tools, ideas and language can play a role in developing a student’s reading identity in a positive manner. The findings indicate that a student receiving growth mindset instruction impacted their reading identity and engagement in academic reading tasks.