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Table 6 Estimates in DiD models for different reading types in the PIRLS study

From: 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

Variables Literary Informational
b se t p b se t p
ComputersC −0.61 0.25 −2.44 0.015 −0.39 0.25 −1.54 0.124
Girl 0.14 0.01 9.82 0.000 0.11 0.02 6.05 0.000
Language at home 0.23 0.02 9.91 0.000 0.21 0.03 8.26 0.000
Books at home 0.19 0.01 14.98 0.000 0.19 0.01 14.38 0.000
ComputersC × girl 0.26 0.13 1.96 0.050 0.21 0.11 1.86 0.063
ComputersC × language −0.22 0.27 −0.83 0.407 −0.19 0.24 −0.79 0.430
ComputersC × books −0.2 0.11 −1.82 0.069 −0.22 0.11 −1.96 0.050
  1. The model estimated corresponds to the C1INT model in Table 3