A randomized controlled trial to examine the effect of two teaching methods on preschool children’s language and communication, executive functions, socioemotional comprehension, and early math skills

Table 3 Univariate regressions. Univariate regression results for each outcome variable. All significant effects are presented with regression estimates. Non-significant intervention effects are also presented. Auditory selective attention is presented separately (see Table 6: Selective attention regression). P values for estimates are omitted since they are exactly the same as for the main effects.

Selected results, main effects				Significant predictor estimates
Outcome variable	Predictor	DF	p	Estimate	SE	t
Language post
Model DF = 14, error DF = 290, R² = 0.319	Language pre	1	<.0001	0.459	0.054	8.43
	Age	1	0.014	0.079	0.032	2.48
	Intervention	2	0.318
Communication post
Model DF = 14, error DF = 302, R² = 0.371	Communication pre	1	<.0001	0.597	0.052	11.59
	FLP	1	0.020	0.030	0.013	− 2.34
				(FLP = 1, vs FLP = 0)
	Intervention	2	0.131
EF post
Model DF = 14, error DF = 259, R² = 0.636	EF pre	1	<.0001	0.629	0.045	13.95
	Age	1	0.001	0.020	0.006	3.32
	SES	1	0.024	0.044	0.020	2.27
	Intervention	2	0.179
TEC post
Model DF = 14, error DF = 326, R² = 0.368	TEC pre	1	<.0001	0.431	0.047	9.16
	Age	1	0.034	0.027	0.013	2.13
	Fidelity	1	0.014	0.253	0.103	2.46
	Intervention	2	0.073
Math post
Model DF = 14, error DF = 326, R² = 0.565	Math pre	1	<.0001	0.571	0.044	12.91
	Age	1	0.001	0.140	0.042	3.31
	SES	1	0.028	0.264	0.120	2.2
	Intervention	2	0.892

ISSN: 2050-7283