A study of long term treatment effects of a kindergarten phonics intervention for language minority (LM) and non-LM students on students' literacy outcomes 2 years after kindergarten posttest, the unique contributions of average daily meaning and word study instruction on those effects, and an examination of the moderating influence of kindergarten pretest alphabetic knowledge and instructional time variables on the effects of treatment, based on data from 137 students who participated in the original experimental study