. Author manuscript; available in PMC: 2019 Jan 10.

Published in final edited form as: Except Child. 2018 Oct 29;85(2):229–247. doi: 10.1177/0014402918802801

Table 3.

Effects of Treatment and Pre-treatment Word Reading across Reading Outcomes (N = 124)^a

	Word Reading			Non-Word Reading			Reading Comprehension
	Est.	SE	p	Est.	SE	p	Est.	SE	p
Fixed Effects
Intercept, γ₀	−0.02	0.09	.800	−0.01	0.08	.940	−0.01	0.08	.938
Pretreatment score, γ₁	―	―	―	0.39	0.10	<.001	0.31	0.16	.057
Treatment vs. Control, γ₂	0.64	0.15	<.001	0.60	0.14	<.001	0.43	0.13	.002
DF+COMP vs. DF, γ₃	0.11	0.18	.526	−0.05	0.20	.784	−0.01	0.16	.968
Pre-treatment Word Reading, γ₄	0.47	0.08	<.001	−0.05	0.09	.573	0.34	0.08	<.001
Treatment vs. Control × Pre-treatment Word Reading, γ₅	−0.37	0.16	.020	−0.26	0.16	.111	−0.28	0.16	.086
DFCOMP vs. DF × Pre-treatment Word Reading, γ₆	−0.36	0.19	.055	−0.31	0.23	.186	−0.17	0.20	.371
Random Effects
School, var(u_0k)	0.02			0.00			0.03
Classroom, var(r_0jk)	0.04			0.03			0.00
Residual, var(е_ijk)	0.54			―			0.46
Residual, var(е_ijk\|DF)	―			0.68			―
Residual, var(е_ijk\|DFCOMP)	―			0.76			―
Residual, var(е_ijk\|Control)	―			0.34			―

N = 124 due to missing test score.