Chapter 4. The Interplay of Reading, Spelling, and Math in Primary Education: A Panel VAR Analysis Table4.3: Main results panel VAR(1), estimated by GMM. Independent variable: Dependent variable: Readingt Spellingt Matht Readingt −1 0.197∗∗∗ 0.036∗∗∗ 0.033∗∗∗ (0.006) (0.006) (0.005) Spellingt −1 0.058∗∗∗ 0.188∗∗∗ 0.045∗∗∗ (0.006) (0.006) (0.005) Matht −1 -0.044∗∗∗ 0.065∗∗∗ 0.283∗∗∗ (0.008) (0.007) (0.007) Note. The number of observations is 138,864. The number of individuals is 17,358. The average number of time periods is 8. Robust standard errors are in parentheses; *** p<0.001, ** p<0.01, * p<0.05. As shown in the first column of Table 4.3, a one standard deviation increase in reading and spelling skills is associated with an increase in the next periods’ standardized reading score of 0.20 SD and 0.06 SD, respectively. Conversely, a one standard deviation increase in math skills is associated with a decrease in the next period’s standardized reading score of 0.04 SD. One possible, albeit speculative, explanation for this finding could lie in the prioritization and time allocation of math and reading skills within the educational system. As can be seen in the second column of Table 4.3, a one standard deviation increase in reading, spelling, and math skills is associated with an increase in the next periods’ standardized spelling score of 0.04 SD, 0.19 SD, and 0.07 SD, respectively. The third column of Table 4.3 shows that a one standard deviation increase in reading, spelling, and math skills is associated with an increase in the next periods’ standardized math scores of 0.03 SD, 0.05 SD, and 0.28 SD, respectively. 96
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