Table 6.

Study 2.

Step	Variable(s)	Model		Significance	Change		Unstandardized Coefficients	Standardized Coefficients	Significance
		R	R2	F (df), p	ΔR2	Significance ΔF	B, SE	β	t, p
Word Reading (%)
1	Verbal STM	0.54	0.30	13.40 (1,32), 0.001	0.30	0.001	0.61, 0.17	0.54	3.66, 0.001
2	Verbal STM + Fine Motor Integration	0.61	0.38	9.19 (2,31), 0.001	0.08	0.060	0.52, 0.17 0.15, 0.08	0.46 0.29	3.11, 0.004 1.95, 0.060
3	Verbal STM + Fine Motor Integration + Mathematical Reasoning	0.73	0.53	11.23 (3,30), <0.001	0.16	0.004	0.48, 0.15 0.04, 0.08 1.0, 0.32	0.43 0.07 0.46	3.24, 0.003 0.49, 0.627 3.16, 0.004
Mathematical Reasoning (%)
1	Non-verbal IQ	0.42	0.18	6.79 (1,32), 0.014	0.18	0.014	0.25, 0.10	0.42	2.61, 0.014
2	Non-verbal IQ + Fine Motor Integration	0.55	0.30	6.69 (2,31), 0.004	0.13	0.024	0.16, 0.10 0.16, 0.07	0.26 0.39	1.57, 0.127 2.37, 0.024
3	Non-verbal IQ + Fine Motor Integration + Word Reading	0.68	0.46	8.37 (3,30), <0.001	0.15	0.007	0.13, 0.09 0.09, 0.06 0.10, 0.04	0.21 0.23 0.44	1.44, 0.159 1.42, 0.165 2.91, 0.007

Model fits for the hierarchical multiple regressions identifying significant predictors of early reading and maths attainment in Study 2. Significant predictors highlighted in bold.