A New Population of Cells Lacking Expression of CD27 Represents a Notable Component of the B Cell Memory Compartment in Systemic Lupus Erythematosus

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Abstract
Laboratory experiments have shown that parents who believe their child’s abilities are fixed engage with their child in unconstructive, performance-oriented ways. We show that children of parents with such “fixed mindsets” have lower reading skills, even after controlling for the child’s previous abilities and the parents’ socioeconomic status. In a large-scale randomized field trial (Nclassrooms = 72; Nchildren = 1,587) conducted by public authorities, parents receiving a reading intervention were told about the malleability of their child’s reading abilities and how to support their child by praising his/her effort rather than his/her performance. This low-cost intervention increased the reading and writing achievements of all participating children—not least immigrant children with non-Western backgrounds and children with low-educated mothers. As expected, effects were even bigger for parents who before the intervention had a fixed mindset. Significance Many large-scale parent interventions turn out to be ineffective, particularly for socioeconomically disadvantaged families—possibly because some parents believe that their children’s reading skills are relatively fixed and unresponsive to practicing. This study shows large and consistent effects on both reading and writing skills of second-grade children whose parents received a few children’s books and information about the value of supporting children when learning to read. Effects are at least as large for children with immigrant background or low-educated mothers as for other children—and biggest for those children whose parents before the intervention believed reading abilities to be relatively fixed. The study thereby shows a direction for effective parent interventions.