TABLE 3.
Moderating Effects of Treatment for Special Education and Limited English Proficiency (LEP)
| Outcomes | Special Education Language | Minority Status |
|---|---|---|
| WJ Letter Word Identification | ||
| Treatment—individual | −16.72 (.001)a | 3.70 (.375)a |
| Treatment—standard | −7.99 (.158)b | 3.14 (.335)a |
| Comparison | −13.57 (.001)a,b | .002 (.999)a |
| WJ Word Attack | ||
| Treatment—individual | −11.90 (.001)a | 4.62 (.226)a |
| Treatment—standard | −8.76 (.001)a | 1.38 (.643)a |
| Comparison | −10.99 (.001)a | 2.02 (.524)a |
| WJ Spelling | ||
| Treatment—individual | −15.44 (.001)a | −3.15 (.464)a |
| Treatment—standard | −10.45 (.001)a | −2.61 (.587)a |
| Comparison | −18.05 (.001)a | −1.82 (.711)a |
| TOWRE Sight Word | ||
| Treatment—individual | −6.59 (.026)a | 2.99 (.407)a |
| Treatment—standard | −8.57 (.001)a | 4.50 (.116)a |
| Comparison | −11.32 (,001)a | .680 (.864)a |
| TOWRE Phonemic Decoding | ||
| Treatment—individual | −13.64 (,001)a | 11.46 (.016)a |
| Treatment—standard | −12.33 (.001)a | 11.79 (.004)a |
| Comparison | −20.06 (.001)a | .53 (.388)a |
| WJ Passage Comprehension | ||
| Treatment—individual | −7.97 (.002)a | −3.68 (.291)a |
| Treatment—standard | −4.14 (.118)a,b | −7.28 (.016)a |
| Comparison | 1.90 (.684)b | −9.57 (.014)a |
Note. Values are unstandardized coefficients for model-estimated intercept regressed on the moderators in question. Estimates are group differences in standard score points for the relationship of special education and language minority status and the various outcome measures. Non-special education and non-LEP were used as the comparisons (i.e., dummy-coded as 0), meaning that a negative coefficient within a given condition indicates lower performance for special education students versus students who were not in special education and LEP students versus non-LEP students. Estimates with the same superscripted letters do not differ significantly. Estimates with different superscripts differ significantly at p <.05 or greater. For example, although the average reading comprehension score for special education students in the standardized protocol condition did not differ from the comparison or from the individualized condition, the mean for the individualized condition did differ from the comparison mean. TOWRE = Test of Word Reading Efficiency. WJ = Woodcock-Johnson test.