Primary education in northern Ghana faces challenges related to limited access to resources and qualified teachers, particularly in reading skills development. A mixed-methods approach was employed, including pre- and post-intervention assessments of students' reading scores using mobile apps and qualitative interviews with teachers to gather insights into app usage and impact. Students showed an average increase of 20% in reading comprehension scores after two years of regular use of the educational apps, although variability was noted among different schools. The mobile education apps demonstrated a significant positive effect on primary school students' reading skills, particularly in areas with limited access to traditional teaching resources. Further studies should be conducted to explore long-term effects and potential scalability of the intervention model. Mobile Education Apps, Reading Skills, Primary School, Northern Ghana Treatment effect was estimated with $\text{logit}(p_i)=\beta_0+\beta^\top X_i$, and uncertainty reported using confidence-interval based inference.