Abstract
This study aimed to evaluate the effectiveness of 3small-group supplemental teaching
models—Co-Teaching Group (C-TG), Mentoring-Teaching Group (M-TG), and Growth Mindset–
Enhanced Teaching Group (GME-TG)—on Thai reading skill in students, grade 2-3, with reading
difficulties, and to examine the effects of a Growth Mindset intervention for teachers on
changes in their Growth Mindset, Resilience, and Grit, as well as corresponding outcomes in
their students.
The findings showed that all 3 teaching models significantly improved students’
reading performance from pre- to post-intervention. C-TG outperformed M-TG in short-story
reading and was comparable to GME-TG, particularly among Grade 2 students, for whom C-TG
and GME-TG yielded notably better results. In Grade 3, no significant differences were found
across models. The Growth Mindset intervention also produced positive effects on teachers’
Growth Mindset, Resilience, and Grit—Growth Mindset increased prominently in the short
term, while Resilience and Grit rose more gradually over time. These positive changes were
reflected in students, as those taught by teachers in the intervention group showed significant
increases in Growth Mindset, Resilience, and Grit, whereas no significant changes were
observed in the comparator group.
Overall, the findings indicate that enhancing teachers’ Growth Mindset, together with
the implementation of effective small-group instructional models, has meaningful potential
to improve both reading skills and learning-related psychological attributes in students. These
approaches demonstrate practical feasibility and should be further supported at policy levels.
