Chapter 4. The Interplay of Reading, Spelling, and Math in Primary Education: A Panel VAR Analysis Figure 4.2: Generalized Impulse Response Functions. Note. The solid line illustrates the impulse response. The grey area highlights the 95 percent confidence interval. Errors are generated by 500 Monte-Carlo repetitions.A single time interval corresponds to half a grade. The title of the graph specifies which variable responds to which shock (e.g., Reading on Math = response of math skills to a shock in reading skills). the response becoming smaller in later periods. In the second period after the shock, the responses are approximately 0.10-0.15 SD, and by the third period, they have decreased to roughly 0.02-0.05 SD. Responses remain observable for about 3 to 4 time periods, corresponding to roughly 1.5 to 2 years. The other IRFs show how a positive shock in one skill is associated with changes in other skills. They illustrate the interplay between skills, indicating that a change in one skill corresponds with shifts in the others. A change in one skill coincides with an increase in another skill for several periods, after which the response gradually dampens toward zero. In the first row, the graphs show the response to a one standard deviation shock in math skills. This is associated with 98
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