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Table 2 Reading capacity at the end of grade 1, grade 2 and grade 3. Mathematical capacity at end of grade 3

From: The Sävsjö-school-project: a cluster-randomized trial aimed at improving the literacy of beginners—achievements, mental health, school satisfaction and reading capacity at the end of grade three using an alternative school curriculum

Test used

Age

Group

Experimental

Comparison

p-value

M (SD)

Mean

SD

n

Mean

SD

n

Läskedjor (school start grade 2)

 Word chains (stanine)

8.3

5.2

2.1

84

4.4

1.9

74

0.004

 Letter chains (stanine)

 

4.5

1.7

84

5.0

1.8

74

ns

 Spelling (stanine)

 

4.5

1.6

84

5.1

2.0

74

0.04

Läskedjor (school start grade 3)

 Word chains (stanine)

9.3

3.7

1.6

26

4.5

1.9

29

ns

 Letter chains (stanine)

 

4.8

1.8

26

5.3

1.9

24

ns

 Spelling (stanine)

 

5.0

1.7

83

4.8

1.7

73

ns

Lindahls högläsningsprov (correct no of words/min)

 End of grade 1

7.9

46.4

19.2

89

41.5

18.4

78

0.02

 School start grade 2

8.3

55.8

20.8

64

49.1

18.6

67

0.04

 End of grade 2

8.9

76.8

17.6

62

65.1

19.9

60

0.000

 School start grade 3

9.3

83.6

19.9

59

71.5

20.7

60

0.001

 End of grade 3

9.9

91.4

18.7

84

82.5

19.5

74

0.002

DLS-test (end grade 3)

 Correct sound

9.9

37.9

2.7

84

37.7

2.1

74

ns

 Correct spelling

 

16.6

2.7

84

16.7

3.2

74

ns

 Vocabulary

 

13.3

3.2

84

13.5

2.8

74

ns

 Reading comprehension

 

14.5

3.0

84

14.4

2.2

74

0.03

Maths (end grade 3)

9.9

72.8

12.5

83

71.8

12.5

74

ns

  1. Sweden has a two semester school year. It starts with the autumn term (Ht) and ends with the spring term. Differences were evaluated with a linear regression; test score was the dependent variable and covariables were age, gender and IQ (the mean of the two individual SPIQ-values from each pupil). ANOVA using all 5 individual measurements according to the Lindahl’s högläsningsprov showed significant differences, experimental classes > comparison-classes (p = 0.002)