Using Ovip online

A teacher‐mediated computer‐assisted programme for pupils with reading difficulties

Dados Bibliográficos

ID21723005
AutoresEleni Dimitrellou (0000-0002-6964-4379, University of Exeter, autor correspondente), Philip Macmillan (University of Exeter), Brahm Norwich (0000-0002-1852-8829, University of Exeter)
Ano2023
Volume23
Fascículo1
Páginas12-23
Data de publicação2023-01-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoJournal of Research in Special Educational Needs (JOURNAL)
Identificadores do periódicoISSN: 1471-3802 • E-ISSN: 1471-3802
EditoraWiley (PUBLISHER • GB)
DOI10.1111/1471-3802.12576
OpenAlexW4304184476
IdiomaEN
Referências citadas25

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

Mathematics education · Medical education · Phonics · Primary education · World Wide Web · Child Development and Digital Technology · Computer Science · Hearing Impairment and Communication · Medicine · Psychology · Reading and Literacy Development