Supplemental Material

Early-adolescents’ reading comprehension and the stability of the middle school

classroom-language environment
by P. B. Gámez & N. K. Lesaux, 2015, Developmental Psychology
http://dx.doi.org/10.1037/a0038868

Hierarchical Linear Model for GMRT Reading Comprehension Outcome

Level-1 Model:
Yijk = 0jk + 1jk * (Language Status: English-onlyijk) + 2jk * (GMRT Reading
Comprehension BeginningYRScoreijk) + 3jk * (GMRT Vocabulary
BeginningYRScoreijk) + eijk

Level-2 Model:
0jk= 00k + 01k*(Sophisticated Typesjk) + 02k*(% Time Spent on Vocabulary
Instructionjk) + r0jk
1jk= 10k + 11k*(Sophisticated Typesjk) + 12k*(% Time Spent on Vocabulary
Instructionjk) + r1jk
2jk= 200
3jk= 300

Level-3 Model:
00k= 000 + 001*(% FRL Students) + u00k
01k= 010
02k= 020
10k= 100 + 101*(% FRL Students) + u10k
11k= 110
12k= 120
13k= 130
20k= 200
30k= 300