Online program to help kids with reading difficulties helped them make significant progress, study shows

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An innovative program to support children with reading difficulties has helped them make significant progress when used online, new analysis shows.

The Own Voice Intensive Phonetics (OVIP) approach is a computer-assisted instruction system that has already been shown to be effective as part of face-to-face teaching as part of previous research.

The first study evaluating OVIP’s online use for children with reading difficulties, tested during the coronavirus pandemic, shows that those who used it later achieved a mean word-reading age gain of 3.2 years over a 19-year period. at 22 weeks.

Student-parent questionnaire data at the end of the OVIP session and parent-reported data at a one-year follow-up demonstrated an overall increase in students’ reading skills and self-confidence that transferred to a increased confidence and commitment for some students.

The research, by Eleni Dimitrellou, Philip Macmillan and Brahm Norwich of the University of Exeter, is published in the journal Jorsen. Dr. Macmillan and Professor Norwich developed OVIP.

The OVIP method involves students reading the lesson text aloud in response to prompts from the teacher or teaching assistant, and the student’s speech is audio-recorded until it is read without error. The student then listens to the audio recording of her own voice, reads the text, writes down the words heard, and creates an error-free written record of the lesson with teacher/TA support and verification. The learner then repeats the second step independently, ideally three more times, writing the lesson in response to the audio recording and then checking the accuracy of the new written lesson against the original written record.

During the pandemic, fifteen students participated in online sessions: nine boys and six girls between the ages of 7 and 12. Eight had been diagnosed with dyslexia.

All students who responded to a survey (8 out of 8) agreed that OVIP had helped them with their reading and seven said that they enjoyed the OVIP program.

Most parents (56 percent) rated their children’s progress in reading and self-confidence as a 4 out of 5 reader. Six of nine parents who completed a survey said OVIP enabled their children to develop self-confidence themselves and feel better about themselves. .

Some parents (5 of 9) reported that their children’s reading and writing had improved significantly since their participation in OVIP. Four had noticed a positive change in the way their son approaches challenges and learns from them.

Approximately half of the parents (4 of 9) expressed that OVIP increased their children’s motivation to improve their reading skills and helped them form positive attitudes towards reading for pleasure and, therefore, achieve a life skill .

As part of a separate survey a year later, 12 of the 13 participating parents reported a positive change in their children’s self-confidence. Eleven reported improvement in their children’s reading and writing skills.

One parent said: “OVIP significantly improved our son’s reading and improved not only his reading confidence but consequently his overall confidence and restored belief in his own ability to achieve. He finished his term at school and won the the most prizes in the whole school!”

Word reading gains for the 15 children ranged from 1.9 to 4.0 reading age gain and word reading ratio gain of 7.6 (range 6.4 to 9.4).


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More information:
Eleni Dimitrellou et al, Using OVIP Online: A Teacher-Mediated Computer-Assisted Program for Students with Reading Disabilities, Journal of Research in Special Educational Needs (2022). DOI: 10.1111/1471-3802.12576

Provided by the University of Exeter

Citation: Online program to support kids with reading difficulties helped them make significant progress, study shows (Oct 21, 2022) Accessed Oct 21, 2022 at https://phys.org/news/ 2022-10-online-children-difficulties-significant. html

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