Table 2.

Final HLM Results for Gaze Duration (GAZEDUR, top) and Re-reading time (REREAD, bottom) (ms) as a function of children’s reading (READ) and academic language skills (LANG)

Gaze Duration
Fixed Effect	Coefficient	Standard error	t-ratio	Approx. d.f.	p-value
Fitted Mean GAZEDUR, β00	303.65	15.52	19.565	49	<0.001
Literacy, β01	−88.28	12.57	−7.023	49	<0.001
Academic Language, β02	32.90	20.10	1.636	49	0.108
For IMPLAUSIBLE target word, π1
Intercept, β10	59.94	17.13	3.498	288	<0.001
Academic Language, β11	−10.00	18.70	−0.535	288	0.593
For SPRING session, π2
Intercept, β20	−3.36	17.39	−0.194	288	0.847
Academic Language, β21	38.89	18.91	2.056	288	0.041
Random Effect	Standard Deviation	Variance Component	d.f.	χ2	p-value
Intercept, r0	24.31	591.16	49	53.934	0.291
level-1, e	100.46	10092.70

Reread Time
Fixed Effect	Coefficient	Standard error	t-ratio	Approx. d.f.	p-value
Fitted Mean REREAD, β00	109.52	24.63	4.45	49	<0.001
Literacy, β01	−57.35	24.70	−2.32	49	0.024
Academic Language, β02	26.33	34.24	0.77	49	0.446
For IMPLAUSIBLE target word slope, π1
Intercept, β10	121.22	21.22	5.71	288	<0.001
Academic Language, β11	66.45	23.17	2.87	288	0.004
For SPRING slope, π2
Intecept, β20	19.29	22.60	0.85	288	0.394
Academic Language, β21	58.70	24.13	2.43	288	0.016
Random Effect	Standard Deviation	Variance Component	d.f.	χ2	p-value
INTRCPT1, r0	96.07	9230.35	49	144.295	<0.001
level-1, e	124.44	15485.52

Note. Continuous variables are grand mean centered. There was no significant between classroom variance and so more parsimonious 2-level models were used – repeated measures nested in students. The final model for Reread time was:

$$\begin{array}{l}\mathit{Reread}{\mathit{time}}_{ti}={\beta }_{\mathit{00}}+{\beta }_{\mathit{01}}\ast {\mathit{ZLiteracy}}_i+{\beta }_{\mathit{02}}\ast \mathit{ZAcademic}{\mathit{Language}}_i\\ +{\beta }_{\mathit{10}}\ast \mathit{Implausible}{\mathit{Target}}_{ti}+{\beta }_{\mathit{11}}\ast \mathit{ZAcademic}\mathit{Language}\ast \mathit{Implausible}{\mathit{Target}}_{ti}\\ +{\beta }_{\mathit{20}}\ast \mathit{Spring}{\mathit{Session}}_{ti}+{\beta }_{\mathit{21}}\ast \mathit{ZAcademic}{\mathit{Language}}_i\ast \mathit{Spring}{\mathit{Session}}_{ti}\\ +r_{\mathit{0}i}+e_{ti}\end{array}$$

Thus, in this model, we identified the main effects of Literacy (β₀₁) and Academic Language (β₀₂) on Reread Time for students reading the plausible targets in the fall, as well as the difference in effect for the implausible target (1 = Implausible, 0 = Plausible) and Spring Session (0 = Fall, 1 = Spring). We also tested the interaction effects for Academic Language by Implausible Target (β₁₁) and Academic Language by Spring Session (β₂₁).