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Participants included 206 kindergarteners identified as at risk for reading difficulties and randomly assigned to one of two supplemental interventions: (a) an experimental explicit, systematic, code-based program or (b) their schools\u2019 typical kindergarten reading intervention. Results from separate multilevel structural equation models indicated that among student variables, entry-level alphabet knowledge was positively associated with phonemic and decoding outcomes in both conditions. Entry-level rapid automatized naming also positively influenced decoding outcomes in both conditions. However, its effect on phonemic outcomes was statistically significant only among children in the typical practice comparison condition. Regarding teacher variables, the quality of instruction was associated with significantly higher decoding outcomes in the typical reading intervention condition but had no statistically significant influence on phonemic outcomes in either condition. Among setting variables, instruction in smaller group sizes was associated with better phonemic outcomes in the comparison condition but had no statistically significant influence on outcomes of children in the intervention group. Mode of delivery (i.e., pullout vs. in class) had no statistically significant influence on either outcome variable.<\/jats:p>","DOI":"10.1177\/0022219411420571","type":"journal-article","created":{"date-parts":[[2011,9,22]],"date-time":"2011-09-22T21:30:14Z","timestamp":1316727014000},"page":"260-277","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":9,"title":["The Effects and Interactions of Student, Teacher, and Setting Variables on Reading Outcomes for Kindergarteners Receiving Supplemental Reading Intervention"],"prefix":"10.1177","volume":"46","author":[{"given":"Shanna","family":"Hagan-Burke","sequence":"first","affiliation":[{"name":"Texas A&M University, College Station, TX, USA"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Michael D.","family":"Coyne","sequence":"additional","affiliation":[{"name":"University of Connecticut, Storrs, CT, USA"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Oi-man","family":"Kwok","sequence":"additional","affiliation":[{"name":"Texas A&M University, College Station, TX, USA"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Deborah C.","family":"Simmons","sequence":"additional","affiliation":[{"name":"Texas A&M University, College Station, TX, USA"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Minjung","family":"Kim","sequence":"additional","affiliation":[{"name":"Texas A&M University, College Station, TX, USA"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Leslie E.","family":"Simmons","sequence":"additional","affiliation":[{"name":"Texas A&M University, College Station, TX, USA"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Susan T.","family":"Skidmore","sequence":"additional","affiliation":[{"name":"Texas A&M University, College Station, TX, USA"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Caitlin L.","family":"Hernandez","sequence":"additional","affiliation":[{"name":"Texas A&M University, College Station, TX, USA"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Maureen","family":"McSparran Ruby","sequence":"additional","affiliation":[{"name":"Eastern Connecticut State University, Willimantic, CT, USA"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"179","published-online":{"date-parts":[[2011,9,21]]},"reference":[{"key":"bibr1-0022219411420571","volume-title":"Multiple regression: Testing and interpreting interaction","author":"Aiken L. 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