Table 3.

Multilevel Model Gains Results (Model 1)

Fixed Effects	Vocabulary Outcomes						Emergent Literacy Outcomes
	Recept Voc		Express Voc		Listen Comp		Phono Aware		Print Know		Word Read
	Coeff	p	Coeff	P	Coeff	p	Coeff	p	Coeff	p	Coeff	p
Intercept (Gain)	6.20	.001	3.99	.004	2.15	.151	8.03	.001	0.31	.851	0.91	.541
Random Effects	Var	p	Var	P	Var	p	Var	p	Var	p	Var	p
Teachers	8.04	.087	0.10	.250	0.08	.342	0.89	.293	0.01	>.500	23.62	.012
Districts	0.01	>.500	0.01	>.500	5.26	.092	4.45	.196	11.37	.007	0.04	>.500
Residual	169.53		121.24		129.41		220.30		123.83		122.45
Model Indices
No. Parameters	4		4		4		4		4		4
Deviance (-2LL)	1066		1008		1013		1032		1016		710

Note. N= 1 33 students (47 Interactive Book Reading (IBR), 42 Phonological Awareness (PA), and 44 Business-as-Usual(BAU)), 57 teachers, and 8 districts. Cohort 1 missing word reading outcome; thus word reading, ns = 27, 43, and 21, for IBR, PA, and BAU, respectively. Recept Voc= receptive vocabulary as measured by the Peabody Picture Vocabulary Test IV; Express Voc= expressive vocabulary as measured by the Expressive One-Word Picture Vocabulary Test IV; Listen Comp = listening comprehension as measured by the Woodcock Johnson III Listening Comprehension cluster; Phono Aware = phonological awareness as measured by the Comprehensive Test of Phonological Processing Phonological Awareness subtest; Print Know = print knowledge as measured by the Test of Preschool Early Literacy Print Knowledge subtest; Word Read = word reading as measured by the Woodcock Johnson III Letter-Word Identification subtest. All tests are in standard scores. Observed p-values reported; significant adjusted p-values (p < 0.017) are in boldface.