Specific Aim 2. To determine the effects of embedding mindset training in an intensive reading intervention on the mindset and academic outcomes of fourth grade students with or at-risk for reading disabilities. The proposed study will use the results from Specific Aim 1 to further examine the effects of an intensive reading intervention with mindset embedded in the content with a new cohort of fourth grade students with or at-risk for reading disabilities. Embedding mindset practices directly in the content area of difficulty for students with learning difficulties could be more powerful than separate mindset training. The investigators will use the results from Study 1 to determine the most appropriate comparison treatment. If, as hypothesized, Study 1 results indicate Reading Intervention Plus Mindset is more beneficial than Reading Intervention alone then Reading Intervention Embedded with Mindset will be compared to Reading Intervention Plus Mindset to determine if higher effects are found when mindset is specifically embedded in the content. However, if Study 1 determines that Reading Intervention Plus Mindset does not bring added benefit to student learning then Reading Intervention Embedded with Mindset will be compared to Reading Intervention only to examine the effects of intervention when mindset is directly embedded in the reading intervention. There is also a business as usual comparison condition. Students will be randomly assigned to one of the three study conditions. The investigators will examine the effects of intervention on students' mindset, general academic achievement, phonological awareness, word reading, fluency, and reading comprehension measures. It is hypothesized that embedding mindset training directly in the reading content will further improve student reading outcomes by allowing students to directly apply a growth mindset to their work in the area of difficulty, reading.