. 2022 Jun 21;56(5):371–391. doi: 10.1177/00222194221105515

Table 3.

Growth in MAP Reading Controlling for Nonverbal IQ.

	Main effects				Model including interactions
Predictors	Estimates	95% CI Lower	95% CI Upper	p-value	Estimates	95% CI Lower	95% CI Upper	p-value
(Intercept – Dyslexia only)	171.17	168.10	174.24	<.001	169.34	165.84	172.84	<.001
Time (semester/grade)	7.84	7.21	8.48	<.001	8.55	7.64	9.47	<.001
Time²	−0.51	−0.63	−0.39	<.001	−0.51	−0.63	−0.39	<.001
Classification: DLD Only	0.89	−2.74	4.51	.632	3.22	−1.01	7.45	.136
Classification: DLD+dyslexia	−6.32	−10.09	−2.56	.001	−5.69	−10.07	−1.32	.011
Classification: Typical	11.69	8.36	15.02	<.001	14.12	10.26	17.98	<.001
TONI: Centered at 100	0.20	0.09	0.31	<.001	0.20	0.09	0.31	<.001
Interaction: DLD*Time					−0.91	−1.76	−0.07	.035
Interaction: DLD+dyslexia*Time					−0.25	−1.12	0.63	.580
Interaction: Typical*time					−0.95	−1.72	−0.18	.015
Random effects
n _Students = 401	σ²		= 52.68		σ²		= 52.65
Observations = 2,287	τ₀₀		= 101.40 _Student		τ₀₀		= 100.89 _Student
	τ₁₁		= 1.88 _{Student / Semester Grade}		τ₁₁		= 1.81 _{Student / Semester Grade}
	ρ₀₁		= −0.41 _Student		ρ₀₁		= −0.41 _Student
	Adj. ICC		= 0.63		Adj. ICC		= 0.63
	Cond ICC		= 0.31		Cond ICC		= 0.30
Marginal R²/Conditional R²			= .516/.822		Marginal R²/Conditional R²		= .519 / .823

Note. Significant results are in bold. Estimates are provided based on the Dyslexia-only group as the reference. CI = confidence interval; IQ = intelligence quotient; ICC = intraclass correlation coefficient; DLD = developmental language disorder; TONI = test of nonverbal intelligence.