Chapter 4. The Interplay of Reading, Spelling, and Math in Primary Education: A Panel VAR Analysis Abstract This paper investigates the interplay between reading, spelling, and math skills of primary school-aged children. Using fixed-effects estimation and a panel vector autoregression approach, we provide empirical evidence that skills contemporaneously and dynamically interact with each other. Moreover, we conduct a thought experiment in which a hypothetical shock pr change to the residual of one skill is considered. The resulting responses illustrate how such a change is associated with adjustments in all skills over time. Our results suggest that contemporaneous analyses may underestimate the full extent of skill changes and highlight the value of examining students’ complete set of skills over time. Our results have implications for the design and evaluation of educational interventions. 78
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