American Academy of Pediatrics

TABLE 3

Heterogeneity in TbT Intervention Effects on Literacy

	n	Estimated Effect	95% CI	P
Full sample	275	0.209	0.039 to 0.378	.016
Child birth order
Firstborn	95	0.282	0.021 to 0.542	.034
Not firstborn	164	0.178	−0.053 to 0.408	.131
Family structure
Single-parent family	60	0.063	−0.257 to 0.383	.700
Not single-parent family	199	0.262	0.063 to 0.461	.010
Caregiver language
English	127	0.238	0.003 to 0.473	.047
Spanish	148	0.188	−0.048 to 0.423	.119
Caregiver education
Less than high school	95	0.184	−0.113 to 0.480	.225
High school	90	0.186	−0.108 to 0.479	.215
Some college or more	77	0.221	−0.083 to 0.525	.154
Child baseline age, category
≥48 mo	86	0.436	0.116 to 0.755	.008
<48 mo	189	0.107	−0.088 to 0.302	.283

	n	Estimated Effect	95% CI	P
Full sample	275	0.209	0.039 to 0.378	.016
Child birth order
Firstborn	95	0.282	0.021 to 0.542	.034
Not firstborn	164	0.178	−0.053 to 0.408	.131
Family structure
Single-parent family	60	0.063	−0.257 to 0.383	.700
Not single-parent family	199	0.262	0.063 to 0.461	.010
Caregiver language
English	127	0.238	0.003 to 0.473	.047
Spanish	148	0.188	−0.048 to 0.423	.119
Caregiver education
Less than high school	95	0.184	−0.113 to 0.480	.225
High school	90	0.186	−0.108 to 0.479	.215
Some college or more	77	0.221	−0.083 to 0.525	.154
Child baseline age, category
≥48 mo	86	0.436	0.116 to 0.755	.008
<48 mo	189	0.107	−0.088 to 0.302	.283

Each row represents an individual model estimating the effect of the intervention on PALS-PreK standardized score, stratified by each of the groups listed above. All models are adjusted for baseline PALS-PreK score, child baseline age, and caregiver language.

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