A researcher tested whether a new reading intervention was associated with better outcomes among kindergarteners across 2 school districts as compared to an old reading intervention. Specically, researchers randomly assigned kindergarteners across the 2 schools to receive either: (1) the new reading intervention; (2) the old reading intervention; or (3) no reading intervention at all. Results of the overall ANOVA found statistically significant differences across conditions, F(2, 297) = 6.87, p