Chapter 4. The Interplay of Reading, Spelling, and Math in Primary Education: A Panel VAR Analysis The table consists of three columns, all referring to the results of a fixed effects model with a different dependent variable. Column 1 represents the estimation results for reading, whereas columns 2 and 3 represent the estimation results for spelling and math, respectively. Table 4.2: Fixed effects regression of reading, spelling, and math. Independent variable: Dependent variable: Readingt Spellingt Matht Readingt 0.103∗∗ 0.192∗∗∗ (0.003) (0.003) Spellingt 0.099∗∗∗ 0.162∗∗∗ (0.003) (0.003) Matht 0.250∗∗∗ 0.220∗∗ (0.004) (0.004) Constant 0.000∗∗∗ 0.000∗∗∗ 0.000∗∗∗ (0.000) (0.000) (0.000) R2 0.069 0.057 0.093 N 137,580 137,580 137,580 Note. Standard errors in parentheses are robust and clustered at the student level; *** p<0.001, ** p<0.01, * p<0.05. As can be seen in Table 4.2, an increase of one standard deviation in spelling skills is associated with an increase in the reading score by around 0.10 SD on average, and vice versa, the size is of similar order of magnitude. This association is lower than the association between spelling and math skills (around 0.16-0.22 SD) and the association between reading and math skills (around 0.19-0.25 SD). Note that these associations are lower bound estimates, as there is no correction for measurement error in this fixed effect estimation. Therefore, these estimates presumably underestimate the strengths of these associations. 94
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