Table 3.

Hierarchical Linear Model Results for Gates–MacGinitie Reading Tests (GMRTs)—Total Score, Reading Comprehension, and Reading Vocabulary Scores (extended scale scores)—Comparing Effects Between Treatment Conditions

Fixed effect	GMRT's total coefficient	p value	Comprehension coefficient	p value	Vocabulary coefficient	p value
Fitted spring score	478.11	<.001	473.97	<.001	485.04	<.001
Student
Fall score	0.81	<.001	0.76	<.001	0.74	<.001
Classroom
ISI = 1	3.40	.049	4.95	.044	0.75	.724
School FARL	−0.14	<.001	−0.23	<.001	−0.14	<.001
Child × classroom interactions
Fall score × school FARL	−0.001	.260	−0.001	.487	−0.001	.287
Random effects	Variance	p value	Variance	p value	Variance	p value
Student (r01j)	316.51		640.48		396.97
Classroom (u0j)	1.01	.180	20.88	.190	8.09	.095
Fall score (u1j)			0.01	.341

Note. FARL = free and reduced lunch. ISI = Individualizing Student Instruction. ISI classroom = 1, and the vocabulary classroom = 0. Approximate degrees of freedom for fixed effects are 30 and 444 for GMRTs’ total and vocabulary scores. Degrees of freedom for fixed effects are 30 and 31, respectively, for GMRTs’ comprehension scores. Results control for the fall score and percentage of students qualifying for the school’s FARL program. All continuous variables are grand mean centered.