Is computer availability at home causally related to reading achievement in grade 4? A longitudinal difference in differences approach to IEA data from 1991 to 2006

Large-scale Assessments in Education

An IERI – International Educational Research Institute Journal

Table 4 Estimates in DiD models for different reading types in the 10YTS

Variables	Narrative				Expository				Documents
Variables	b	se	t	p	b	se	t	p	b	se	t	p
ComputersC	−1.08	0.27	−3.98	0.000	−1.10	0.40	−2.77	0.006	−0.91	0.23	−3.92	0.000
Girl	0.26	0.02	14.8	0.000	0.14	0.02	6.78	0.000	0.07	0.02	3.92	0.000
Language at home	0.43	0.05	9.13	0.000	0.40	0.03	11.47	0.000	0.37	0.05	6.79	0.000
Books at home	0.15	0.01	13.65	0.000	0.15	0.02	7.99	0.000	0.16	0.02	8.05	0.000
ComputersC × girl	−0.02	0.03	−0.61	0.542	−0.05	0.06	−0.81	0.418	0.02	0.06	0.35	0.726
ComputersC × language	0.23	0.10	2.36	0.018	0.17	0.10	1.78	0.075	0.14	0.05	2.80	0.005
ComputersC × books	0.01	0.03	0.37	0.711	−0.01	0.04	−0.24	0.810	0.01	0.02	0.53	0.596