Using OVIP online: a teacher‐mediated computer‐assisted programme for pupils with reading difficulties.
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| Title: | Using OVIP online: a teacher‐mediated computer‐assisted programme for pupils with reading difficulties. |
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| Authors: | Dimitrellou, Eleni1 e.dimitrellou3@exeter.ac.uk, Macmillan, Philip1, Norwich, Brahm1 |
| Source: | Journal of Research in Special Educational Needs. Jan2023, Vol. 23 Issue 1, p12-23. 12p. 3 Charts, 2 Graphs. |
| Subject Terms: | *Distance education, *Computer assisted instruction, *Reading disability, *School children, *Elementary education, Coronavirus diseases, Pandemics, Phonics education |
| Abstract: | School closures due to the COVID‐19 pandemic uncovered the overriding need to create engaging online learning environments to facilitate students' learning. This paper focuses on the online evaluation of Own‐Voice Intensive Phonics (OVIP) approach, a computer‐assisted instruction programme used during the COVID restrictions to help 15 pupils aged 7–12 with reading difficulties improve their reading. Analysis of Single Word Reading pre‐and‐post‐test revealed a 3.2‐year mean word reading age gain over a 19‐ to 22‐week period. Questionnaire data from pupils and parents and the end of OVIP session and parent‐reported data at a one‐year follow‐up demonstrated an overall increase in pupil reading skills and self‐confidence that transferred into wider confidence and engagement for some pupils. Findings indicate that OVIP might be an effective teacher‐mediated programme in supporting pupils with reading difficulties to enhance their reading skills through online tutoring. Further research is necessary to compare teacher‐mediated own voice approaches to unmediated programmes, using a larger sample. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Research in Special Educational Needs is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | School closures due to the COVID‐19 pandemic uncovered the overriding need to create engaging online learning environments to facilitate students' learning. This paper focuses on the online evaluation of Own‐Voice Intensive Phonics (OVIP) approach, a computer‐assisted instruction programme used during the COVID restrictions to help 15 pupils aged 7–12 with reading difficulties improve their reading. Analysis of Single Word Reading pre‐and‐post‐test revealed a 3.2‐year mean word reading age gain over a 19‐ to 22‐week period. Questionnaire data from pupils and parents and the end of OVIP session and parent‐reported data at a one‐year follow‐up demonstrated an overall increase in pupil reading skills and self‐confidence that transferred into wider confidence and engagement for some pupils. Findings indicate that OVIP might be an effective teacher‐mediated programme in supporting pupils with reading difficulties to enhance their reading skills through online tutoring. Further research is necessary to compare teacher‐mediated own voice approaches to unmediated programmes, using a larger sample. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 14713802 |
| DOI: | 10.1111/1471-3802.12576 |
