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

Table 4.

Growth in MAP Math Controlling for Nonverbal IQ.

	Main effects model				Model including interaction terms
Coefficient	Estimates	95% CI Lower	95% CI Upper	p-value	Estimates	95% CI Lower	95% CI Upper	p-value
(Intercept—Dyslexia Only)	174.27	171.47	177.07	<.001	173.55	170.61	176.49	<.001
Time (semester/grade)	7.84	7.22	8.46	<.001	8.21	7.44	8.98	<.001
Time²	−0.36	−0.45	−0.27	<.001	−0.36	−0.45	−0.27	<.001
Classification: DLD Only	−0.33	−3.20	2.54	.822	0.98	−2.10	4.05	.534
Classification: DLD+dyslexia	−3.44	−6.41	−0.46	.024	−2.85	−6.03	0.33	.080
Classification: Typical	7.13	4.51	9.75	<.001	7.79	4.99	10.59	<.001
TONI: Centered at 100	0.27	0.19	0.36	<.001	0.27	0.19	0.36	<.001
Interaction: DLD*Time					−0.69	−1.27	−0.11	.021
Interaction: DLD+dyslexia*Time					−0.31	−0.90	0.29	.311
Interaction: Typical*Time					−0.35	−0.88	0.17	.190
Random Effects
n _Students = 401	σ²		= 32.16		σ²		= 32.15
k _Schools = 11	τ₀₀		= 49.44 _{Student / School}		τ₀₀		= 49.34 _{Student / School}
Observations = 2287			5.13 _School				= 5.29 _School
	τ₁₁		= 0.32 _{Student / School\| Semester}		τ₁₁		= 0.30 _{Student / School\| Semester}
			= 0.37 _{School / Semester}				= 0.37 _{School / Semester}
	ρ₀₁		= 0.08 _{Student / School}		ρ₀₁		= 0.09 _{Student / School}
			= −0.57 _School				= −0.60 _School
	Adj. ICC		= 0.64		Adj. ICC		= 0.64
	Cond ICC		= 0.25		Cond ICC		= 0.25
	Marginal R² / Conditional R²		= .616 / .863		Marginal R² / Conditional R²		= .616 / .863

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; MAP = measures of academic progress; TONI = test of nonverbal intelligence.