Table 2.

Pretest and Post-Test Performance on Reading Measures for Typical Students

Measure	n	Pre M	Pre SD	FU M	FU SD	d Pre	d Post	CI (Post)
Letter-Word Identification	231	106.34	13.0	107.64	12.3	−1.08	−0.97	−1.17 to −0.77
Word Attack^a	231	103.87	10.9	105.78	11.5	−0.74	−0.71	−0.90 to −0.51
Spelling^a,^b	231	—	—	108.66	12.2	—	−0.99	−1.19 to −0.79
TAKS	243	2,298.2	133.5	2,411.7	213.1	−2.34	−1.16	−1.37 to −0.95
Reading Comprehension	248	101.25	11.4	101.53	12.5	−1.14	−1.17	−1.37 to −0.97
Passage Comprehension	231	99.16	11.0	100.32	10.0	−1.10	−1.15	−1.36 to −0.94
Sight Word Efficiency	231	102.90	12.4	105.58	12.3	−0.76	−0.76	−0.95 to −0.56
Phonemic Decoding Efficiency	231	105.14	14.3	106.49	13.6	−0.71	−0.66	−0.86 to −0.47
Mazes	247	23.30	8.4	34.17	10.4	−0.95	−0.90	−1.09 to−0.70
Sentence Reading Efficiency	247	100.04	12.5	109.49	16.9	1.15	−1.09	−1.28 to −0.89
Word List Fluency	233	86.64	24.2	96.34	26.3	−0.74	−0.59	−0.78 to −0.40
Passage Fluency	233	138.48	31.3	162.39	36.1	−0.95	−0.90	−1.10 to −0.70

Note. Awe, Pre M mean of pretest performance: FU M = unadjusted mean of posttest performance: CI = confidence interval: Letter-Word Identification, Word Attack. Spelling, and Passage Comprehension = subtests of the Woodcock Johnson—III Tests of Academic Achievement, where reported means are standard scores: TAKS - Texas Assessment of Knowledge and Skills, the state accountability measure, where means are scaled scores (a score of 2.100 is passing); Reading Comprehension = subtest of the Group Reading Assessment and Diagnostic Evaluation where reported means are standard scores: Sight Word Efficiency and Phonemic Decoding Efficiency = subtests of the Test of Word Reading Efficiency, reported in standard scores; Mazes = subtest from AIMSweb, reported in terms of the number of target words correctly identified in 3 min: Sentence Reading Efficiency = Test of Sentence Reading Efficiency, where scores are reported in standard scores; Word List Fluency and Passage Fluency = investigator-created measures and are reported in terms of words correctly read in 1 min, equated for form effects, and averaged over all the stories read (five passages were read at pretest, three passages were read at post-test, and three word lists were read at both pretest and post-test): Tier 2 = intervention group The d values presented are for difference at pretest and at post-test between students who received Tier 2 versus those in the typical group, with negative values reflecting means that favor the typical group (CIs provided for post-test only). Means and standard deviations for students in Tier 2 are presented in Table 1.

F values are for the (centered) treatment effect in the context of the observed significant interaction of pretest and treatment group.

Pretest means are for the covariate utilized (Letter-Word Identification standard score) Interactions involving site, age, and additional instruction are not reflected above, but are reported in text.