TABLE 6.

Direct and indirect effects of familial history of reading and math difficulties on children’s core academic skills [word reading (WR) and arithmetic calculation (AR)] after first and second grades, and performance on complex academic tasks [reading comprehension (RC) and problem solving (PS)] after second and third grades.

Path	b	se	p
Direct and indirect effects on core academic skills
Familial reading history (ARHQ)
→ WR (1st grade)	−0.108	0.040	0.006
→ WR (1st grade) → WR (2nd grade)	−0.094	0.035	0.007
→ WR (1st grade) → AR (2nd grade)	−0.016	0.006	0.000
Familial math history (AMHQ)
→ AR (1st grade)	−0.211	0.037	0.000
→ AR (2nd grade)	−0.261	0.079	0.001
→ AR (1st grade) → AR (2nd grade)	−0.118	0.019	0.000
Indirect effects on performance on complex academic tasks
Familial reading history (ARHQ)
→ WR (1st grade) → WR (2nd grade) → RC (2nd grade)	−0.054	0.022	0.014
→ WR (1st grade) → WR (2nd grade) → RC (3rd grade)	−0.014	0.010	0.183
→ WR (1st grade) → WR (2nd grade) → RC (2nd grade) → RC (3rd grade)	−0.032	0.013	0.013
→ WR (1st grade) → WR (2nd grade) → RC (2nd grade) → PS (3rd grade)	−0.009	0.003	0.160
→ WR (1st grade) → PS (2nd grade)	−0.024	0.018	0.192
→ WR (1st grade) → PS (2nd grade) → PS (3rd grade)	−0.014	0.003	0.075
→ WR (1st grade) → AR (2nd grade) → PS (2nd grade)	−0.006	0.002	0.014
→ WR (1st grade) → AR (2nd grade) → PS (3rd grade)	−0.002	0.001	0.112
→ WR (1st grade) → AR (2nd grade) → PS (2nd grade) → PS (3rd grade)	−0.003	0.000	0.001
Familial math history (AMHQ)
→ AR (1st grade) → AR (2nd grade) → PS (2nd grade)	−0.043	0.008	0.000
→ AR (1st grade) → AR (2nd grade) → PS (3rd grade)	−0.018	0.004	0.123
→ AR (1st grade) → AR (2nd grade) → PS (2nd grade) → PS (3rd grade)	−0.025	0.003	0.003
→ AR (2nd grade) → PS (2nd grade)	−0.096	0.029	0.003
→ AR (2nd grade) → PS (3rd grade)	−0.040	0.012	0.198
→ AR (2nd grade) → PS (2nd grade) → PS (3rd grade)	−0.055	0.003	0.000

(Coefficients in bold met p < 0.05).