Using OVIP online: a teacher‐mediated computer‐assisted programme for pupils with reading difficulties

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 22week period. Questionnaire data from pupils and parents and the end of OVIP session and parentreported 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.