A pilot evaluation of the reading intervention ‘Own-voice Intensive Phonics’
Journal of Research in Special Educational Needs
Reason for embargo
Under embargo until 3rd January 2020 in compliance with publisher policy.
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 quasiexperimental 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. Participants identified the use of their own voice, the students 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.
This work was supported by internal funding from theGraduate School of Education, University of Exeter.
This is the author accepted manuscript. The final version is available from the publisher via the DOI in this record.