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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 skillsImmediately after the interventionaOne-year follow-upaChange from first to second testa
 Control schools
No. of children 4412
n (%)
Intervention schools
No. of children 5711
n (%)
DiffControl schools
No. of children 2844
n (%)
Intervention schools
No. of children 3943
n (%)
DiffControl schoolsIntervention schoolsDiff
Lacking basic reading skills2139
(48.5%)
2224
(38.9%)
−9.5%893
(31.4%)
882
(22.4%)
−9.0%−17.1%−16.6%0.5%
Basic reading skills1507
(34.2%)
2155
37.7%
3.6%1093
(38.4%)
1579
(40.0%)
1.6%4.3%2.3%−2.0%
Advanced reading skills766
(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