Table 3.

Results of multi-level model for reading measures in third grade predicted by intervention condition, group status, and interaction between intervention condition and group status

	Letter Word Identification	TOWRE	Oral reading fluency	Passage Comp
Fixed Effects
Intercept	60.11 (4.21)***	50.62 (4.90)***	101.39 (2.68)***	67.36 (2.93)***
Male	1.30 (.85)	.29 (1.37)	−2.41 (1.38)	1.27 (.82)
Free and reduced lunch	−1.08 (1.02)	−1.30 (1.48)	−1.88 (1.51)	−1.18 (.87)
Black	−1.52 (1.11)	.93 (1.47)	−1.09 (1.61)	−3.83 (1.06)***
Others	−1.18 (1.57)	3.02 (2.12)	.51 (2.59)	−2.67 (1.50)
Grade 1 fall score	.45 (.04)***	.51 (.04)***	.23 (.03)***	.33 (.03)***
Dynamic condition	−.24 (1.10)	−1.63 (1.68)	−.56 (1.75)	1.03 (1.00)
Easy to remediate (ER)	5.43 (1.97)**	10.11 (2.90)***	7.12(3.20)*	2.83 (1.75)
Sustained remediation (SR)	−4.19 (1.42)**	−10.54 (2.03)***	−6.17(2.23)**	−.03 (1.33)
Dynamic* SR	.08 (1.80)	1.75 (2.68)	−2.94 (3.18)	−2.77 (1.86)
Variance Components
Classroom	1.26	2.38	14.63	2.97
Individuals	48.59***	115.46***	105.38***	41.31***

Note: TOWRE = Test of Word Reading Efficiency; Passage comp = Passage comprehension