Table 2 Logistic regression models showing whether intervention students maintained or increased their advantage, relative to controls in terms of performance of each skill to mastery/near mastery level (MNM) at follow-up; controlling for MNM level at end of intervention, gender and grade

1.80

.57

9.86

.002

.40

.45

.77

.380

1.49

.61

3.61

-1.23

.54

5.24

.022

.29

.10

.84

.97

.48

4.01

.045

2.63

1.02

6.78

1.71

.53

10.39

.001

5.51

1.95

15.55

2.36

.42

31.92

.000

.47

.39

1.47

.226

1.60

.75

3.41

-2.13

.36

34.27

.000

.12

.06

.24

-.21

.32

.00

.948

.98

.53

1.83

-.84

.33

6.57

.010

.43

.23

.82

1.86

.42

19.40

.000

.66

.37

3.07

.080

1.93

.93

4.00

-2.69

.37

52.78

.000

.07

.03

.14

.09

.32

.07

.787

1.09

.58

2.06

-.93

.35

7.05

.008

.39

.20

.78

1.07

.37

8.19

.004

1.19

.51

5.51

.019

3.27

1.22

8.81

.27

.36

.56

.456

1.31

.64

2.68

.33

.36

.82

.364

1.39

.68

2.84

.14

.36

.14

.712

1.14

.56

2.34

2.32

.48

23.29

.000

.04

.41

.01

.932

1.04

.46

2.31

-.50

.43

1.37

.242

.61

.26

1.40

-.20

.41

.24

.623

.82

.37

1.82

.21

.42

.26

.613

1.24

.55

2.79