OVIP Research Project from the GSE learning Lab

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OVIP Research Project from the GSE learning Lab
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What do you offer? (One sentence only):
Face to Face online tuition for dyslexics 8 and up
More information about your offering:

Graduate School of
Education (GSE)
May 2020

This is an offer of an online reading programme for students aged 12+ with a
‘diagnosis’ of dyslexia/ persistent reading delay and who want further intensive teaching during the COVID-19 period. We have a limited number of free spaces available.

The OVIP Dyslexia Project has run successfully in the GSE (St. Lukes) during the 2019 summer vacation and continued on Saturdays during the autumn and spring 2020 terms.
All the pupils (ages 8-11) with a ‘diagnosis’ of dyslexia from their school system
showed encouraging gains: in terms of word recognition this ranged from 2.3 to 3.5 years in
21 lesson sessions. Pupils commented that they enjoyed the lessons.

Previous school based teaching of OVIP has shown good results with increases in word
recognition averaging 1.5 years after 15 sessions spread over 8 weeks in secondary school
settings (see the summary of the research below: Gwernan-Jones et all 2018).
Before the lockdown OVIP sessions were at St Lukes campus on Saturdays. Since the
lockdown the method has been taught using freely available video conferencing software
such as Vsee. Feedback from the current cohort is that these. distance methods
work well.
What is OVIP? (Briefly)
The OVIP programme is an innovative, evidence-informed method in the area of reading
delay. It is based on an analytic phonics approach and uses Own Voice Feedback to deliver
the lesson material. In essence, the learner becomes the teacher. It is delivered in a 1 to 1
‘close coaching’ supportive setting.

Online lessons take 15-20 minutes to record the lesson, in which the learner with tutor
support reads the words/text without errors. This recording is then emailed to the
participant to use at home to consolidate their learning. Practice involves the learner
listening to the audio of their own voice speaking the text and writing the contents down as
dictation several times, for about 10-15 minutes. It consists of exercises designed to
enhance phonological awareness (PA) on the assumption that good levels of PA are
fundamental to the development of effective word attack and analysis skills.

What will be required?
Access to a Windows PC or laptop with a webcam, a microphone headset and access to the
free version of Vsee Messenger (preferred, it is secure) or Skype. A quiet surrounding to
permit good quality sound to be recorded. Lessons will be delivered on Saturdays and
possibly Sundays or by arrangement.
OVIP involves a 20-30 minute double lesson once a week over a 10-11 week period, with the
work at home between these sessions. In volunteering to take part we expect all
participants to do a pre and post reading test to monitor progress (a single word recognition
test and a reading comprehension test). A brief post-test report will be provided at the end
of the sessions.

If you are interested and/or want more information please email me at
Dr. Philip MacMillan
Graduate School of Education
HCPC registered
Educational Psychologist

Evaluation of OVIP:
Gwernan-Jones, R., Macmillan, P. and Norwich, B. ( 2018) A pilot evaluation of the reading
intervention ‘Own-voice Intensive Phonics’. Journal of Research in SEN, 18, 2, 136-146

This paper describes the mixed methodology evaluation of the Own-Voice Intensive Phonics
(OVIP) programme with 33 secondary students with persistent literacy difficulties. The
evaluation involved a quasi-experimental evaluation in which 33 students in years 7–9 in
four schools used OVIP over an 8 week period and were monitored at three times for their
word reading, phonic decoding and phonological skills. Students, teaching assistants and
teachers involved were also interviewed about the use of OVIP, the perceived processes and
outcomes. Assessment results showed that OVIP was associated with greater gains in word
reading than these students' usual teaching/intervention approaches. Those interviewed
also experienced benefits associated with using OVIP. It was further found that word
reading gains were not related to a measure of being at risk of significant literacy difficulties.

Pupils identified the use of their own voice, the student's agency and working at their
own pace as key factors relevant to how OVIP worked. These factors aligned with a working
OVIP programme theory. The findings are discussed in terms of further development and
research related to an own voice approach to addressing persistent literacy difficulties.

Why should own voice feedback be of use in remediating reading delay?
Own Voice Individualized Phonics (OVIP) is aimed at remediating reading delay in those
who have failed to acquire adequate literacy skills in the area of word recognition despite at
least two years exposure to the reading development curricula that are routinely available
in schools. The method involves the learner recording, with the aid of the tutor, an error
free lesson that involves activities known to assist in the development of phonological
awareness generally and the acquisition of grapheme/ phoneme correspondences
specifically. The learner then repeats the experience by writing out, without the presence of
the tutor the contents of the tape to dictation multiple times. The method draws on
research-informed work in the areas of word recognition, speech perception, own voice
feedback and self as model. It is based on the idea that the use of own voice feedback in
combination with structured multi-sensory materials will better enable the learner to
acquire phonological awareness so that the processes involved in word recognition can be
developed to the point of automaticity.

One Parent’s Feedback:
Before the coaching, **** approached reading in front of his class and sitting spelling and
grammar tests as a situation to be endured and completed as quickly as possible. He would
already form a sub-optimal outcome in his mindset and then only deliver to this level.
Since the coaching, **** now approaches performing these tasks as opportunities to grow
and deliver better quality. He now actively tries to show his best off to himself, his peers,
parents and his teachers. This change has been reflected in the upward trend of his test scores across the board (including maths) and his place in his classes since last October. **** now takes on much more of a sense of self-challenge in how he sits tests and reads
aloud in public (including complex biblical passages in Church, which he will rehearse
himself beforehand). In general, **** is now a much more self-confident young man who is visibly beginning to realise his academic and personal potential.

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