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Table 18 Differences in reading skills

From: Effects of the Informed Health Choices primary school intervention on the ability of children in Uganda to assess the reliability of claims about treatment effects, 1-year follow-up: a cluster-randomised trial

Reading skills

Immediately after the interventiona

One-year follow-upa

Change from first to second testa

 

Control schools

No. of children 4412

n (%)

Intervention schools

No. of children 5711

n (%)

Diff

Control schools

No. of children 2844

n (%)

Intervention schools

No. of children 3943

n (%)

Diff

Control schools

Intervention schools

Diff

Lacking basic reading skills

2139

(48.5%)

2224

(38.9%)

−9.5%

893

(31.4%)

882

(22.4%)

−9.0%

−17.1%

−16.6%

0.5%

Basic reading skills

1507

(34.2%)

2155

37.7%

3.6%

1093

(38.4%)

1579

(40.0%)

1.6%

4.3%

2.3%

−2.0%

Advanced reading skills

766

(17.4%)

1332

23.3%

6.0%

858

(30.2%)

1482

(37.6%)

7.4%

12.8%

14.3%

1.5%

  1. aReading skills as measured by first four questions in the test administered at the end of the term when the intervention was delivered and the same test 1 year later. The differences (Diff) are shown between the intervention and control schools for each time the test was administered and the change from the first to the second time