Table 19.
Child Involvement, Social Learning, and Off‐Task Effects on End of Prekindergarten Child Outcomes
| Level of Involvement | Social Learning Interactions | Off‐Task Behavior | ||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| Variable | n | B | SE | Effect Size | B | SE | Effect Size | B | SE | Effect Size |
| Letter‐Word | 813 | 13.301* | 4.469 | .117 | 61.773* | 24.066 | .121 | −73.422* | 36.559 | −.084 |
| Spelling | 813 | 8.635 | 5.786 | .067 | 29.002 | 30.726 | .050 | −110.494* | 43.709 | −.111 |
| Academic Knowledge | 813 | 6.634* | 2.546 | .078 | 13.588 | 13.695 | .036 | −25.519 | 22.213 | −.039 |
| Oral Comprehension | 813 | −1.169 | 2.091 | −.014 | −3.471 | 10.351 | −.009 | 0.412 | 18.221 | .001 |
| Picture Vocabulary | 813 | 1.058 | 1.654 | .014 | −4.665 | 8.761 | −.014 | −22.637† | 13.471 | −.039 |
| Applied Problems | 813 | 2.005 | 3.154 | .019 | 16.152 | 15.431 | .033 | 1.750 | 27.349 | .002 |
| Quantitative Concepts | 813 | 2.721 | 2.549 | .037 | −3.720 | 13.802 | −.011 | −11.173 | 20.760 | −.020 |
| Copy Design | 813 | 0.446 | 0.618 | .032 | 6.206* | 3.014 | .099 | −7.887 | 5.096 | −.073 |
| Corsi Forward Span | 813 | 0.030 | 0.217 | .005 | 1.753† | 1.040 | .069 | −0.890 | 1.821 | −.020 |
| Corsi Backward Span | 813 | 0.171 | 0.265 | .026 | 2.426† | 1.286 | .081 | 0.623 | 2.215 | .012 |
| DCCS | 813 | −0.027 | 0.129 | −.009 | 0.672 | 0.626 | .052 | −0.385 | 1.070 | −.017 |
| HTKS | 813 | 2.105 | 2.901 | .025 | 17.501 | 14.769 | .046 | −17.588 | 24.695 | −.027 |
| Peg Tapping | 813 | 0.597 | 1.059 | .021 | 7.838 | 5.514 | .061 | −1.916 | 8.665 | −.009 |
| Interpersonal Skills | 821 | 0.356 | 0.221 | .068 | 0.690 | 1.209 | .029 | 0.152 | 1.760 | .004 |
| Work‐Related Skills | 821 | 0.455 | 0.280 | .077 | 1.300 | 1.532 | .049 | 0.145 | 2.226 | .003 |
Note. Coefficients are unstandardized regression coefficients and standard errors from multilevel regression models that account for nesting of teachers in schools and random assignment blocks. Covariates included in the models were pretest, gender, home language (English or not), Individual Education Plan status (additional supports for children with learning difficulties), age at pretest, and interval from pretest. Standardized effect sizes calculated indicated the change in a child's outcome in standard deviation units when the process variable increased by one standard deviation.
DCCS = Dimensional Change Card Sort; HTKS = Head‐Toes‐Knees‐Shoulders; SE = standard error.
p < .05.
p < .10.