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 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.
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