RQ1: Intervention effects
|
EF
|
SEMLA & DIL
|
Positive intervention effects
|
–
|
Selective attention difference, EF indice difference
|
Mixed effects modelling
|
Early Maths skills
|
SEMLA & DIL
|
Positive intervention effects
|
–
|
Maths difference
|
Mixed effects modelling
|
Socioemotional skills
|
SEMLA & DIL
|
Positive intervention effects
|
–
|
TEC difference
|
Mixed effects modelling
|
Communication
|
SEMLA & DIL
|
Positive intervention effects
|
–
|
Communication indice difference
|
Mixed effects modelling
|
Language
|
SEMLA & DIL
|
Positive intervention effects
|
–
|
Language indice difference
|
Mixed effects modelling
|
RQ2: Intervention differences
|
Maths
|
SEMLA vs. DIL
|
Stronger effect of DIL
|
–
|
Maths difference
|
Planned comparisons
|
EF
|
SEMLA vs. DIL
|
Differential effect
|
–
|
Selective attention difference, EF indice difference
|
Planned comparisons
|
Communication
|
SEMLA vs. DIL
|
Stronger effect of SEMLA
|
–
|
Communication indice difference
|
Planned comparisons
|
Language
|
SEMLA vs. DIL
|
Stronger effect of SEMLA
|
–
|
Language indice difference
|
Planned comparisons
|
RQ3: Mediating effects
|
Socioemotional skills
|
SEMLA & DIL
|
EF mediated effect
|
EF
|
TEC difference
|
Test of mediation effect
|
Communication
|
SEMLA & DIL
|
EF mediated effect
|
EF
|
Communication indice difference
|
Test of mediation effect
|
Language
|
SEMLA & DIL
|
EF mediated effect
|
EF
|
Language indice difference
|
Test of mediation effect
|
Maths
|
SEMLA & DIL
|
EF mediated effect
|
EF
|
Maths difference
|
Test of mediation effect
|
EF
|
SEMLA & DIL
|
Language mediated effect
|
Language
|
Selective attention difference, EF indice difference
|
Test of mediation effect
|
EF
|
SEMLA & DIL
|
Maths mediated effect
|
Maths
|
Selective attention difference, EF indice difference
|
Test of mediation effect
|
RQ4: Moderating effects
|
EF
|
SEMLA & DIL
|
Negative SES moderation
|
SES
|
Selective attention difference, EF indice difference
|
Mixed effects interaction model
|
Language
|
SEMLA & DIL
|
Negative SES moderation
|
SES
|
Language indice difference
|
Mixed effects interaction model
|
Socioemotional skills
|
SEMLA & DIL
|
Negative SES moderation
|
SES
|
TEC difference
|
Mixed effects interaction model
|
EF
|
SEMLA & DIL
|
Negative EF moderation
|
EF
|
EF indice
|
Mixed effects interaction model
|
EF
|
SEMLA
|
Positive ECERS moderation
|
ECERS
|
EF indice
|
Mixed effects interaction model
|
Maths
|
SEMLA
|
Positive ECERS moderation
|
ECERS
|
Maths difference
|
Mixed effects interaction model
|
Socioemotional skills
|
SEMLA
|
Positive ECERS moderation
|
ECERS
|
TEC difference
|
Mixed effects interaction model
|
Communication
|
SEMLA
|
Positive ECERS moderation
|
ECERS
|
Communication indice difference
|
Mixed effects interaction model
|
Language
|
SEMLA
|
Positive ECERS moderation
|
ECERS
|
Language indice difference
|
Mixed effects interaction model
|
RQ5: Background-outcome relationships
|
Selective attention
|
SES
|
Positive relationship
|
–
|
Selective attention
|
Correlational / mixed effects model
|
EF
|
SES
|
Positive relationship
|
–
|
EF
|
Correlational / mixed effects model
|
Language
|
SES
|
Positive relationship
|
–
|
Language
|
Correlational / mixed effects model
|
Communication
|
Sex
|
Higher mean for girls
|
–
|
Communication indice
|
t-test / mixed effects model
|
Socioemotional skills
|
Sex
|
Higher mean for girls
|
–
|
TEC
|
t-test / mixed effects model
|
EF
|
Sex
|
Higer mean for girls
|
–
|
EF indice
|
t-test / mixed effects model
|
EF
|
Multilingual
|
Higer mean for multilinguals
|
–
|
EF indice
|
t-test / mixed effects model
|
Maths
|
Other L1
|
Higher mean for Swedish L1 children
|
–
|
Maths
|
t-test / mixed effects model
|
Socioemotional skills
|
Language
|
Positive relationship
|
–
|
TEC
|
Correlational / mixed effects model
|
RQ6: Background relationships
|
Preschool time
|
Preschool start
|
Negative relationship
|
–
|
Preschool time
|
Correlation / mixed model
|
SECDI
|
Age
|
Positive relationship
|
–
|
SECDI
|
Correlation / mixed model
|
Preschool start
|
Other L1
|
Higher mean for Swedish L2 children
|
–
|
Preschool start
|
t-test / mixed-model
|
Preschool time
|
SES
|
Positive relationship
|
–
|
Preschool time
|
Correlation / mixed model
|
SES
|
Multilingual
|
Higher mean for Swedish L1 children
|
–
|
SES
|
t-test / mixed-model
|
SECDI
|
SES
|
Positive relationship
|
–
|
SECDI
|
Correlation / mixed model
|
RQ7: Intervention effect differences
|
EF
|
SEMLA vs. DIL
|
Less variation in DIL
|
–
|
Selective attention difference, EF indice difference
|
F-test of variance equality
|
Early Maths skills
|
SEMLA vs. DIL
|
Less variation in DIL
|
–
|
Maths difference
|
F-test of variance equality
|
Socioemotional skills
|
SEMLA vs. DIL
|
Less variation in DIL
|
–
|
TEC difference
|
F-test of variance equality
|
Communication
|
SEMLA vs. DIL
|
Less variation in DIL
|
–
|
Communication indice difference
|
F-test of variance equality
|
Language
|
SEMLA vs. DIL
|
Less variation in DIL
|
–
|
Language indice difference
|
F-test of variance equality
|