Welcome to the OVIRRP Home Page
Is your child experiencing diffiulties with reading and spelling?
OVIRRP (Own Voice Individualized Remedial Reading Programme) is a research proven innovative 1 to 1 approach using Own Voice Feedvback. It has been shown to produce rapid lasting results.
No other method can come anywhere near it's rate of improvement in reading skills.
Is your child struggling with reading?
Have they been 'diagnosed' as dyslexic?
Is the school making 'accommodations' rather than offer remediation?
Would your child be happeir in school if they were good at reading?
Is your child motivated to improve their reading and spelling?
I ask this as OVIRRP puts the child in control of their learning.
The current methods of teaching reading in common use do not always work for everybody. This is illustrated by the established fact that 20-30% of year 6 children transferring to secondary with a reading age significantly below their chronological age.
It is also a fact that some children, for a variety of reasons, will require a spell of focused 1 to 1 teaching to help them acquire good reading and spelling skills. In a class of 30 children the teacher will, despite their best efforts, be unable to provide this this. OVIRRP can provide the help necessary to achive independence as a reader and writer in a suportive 1 to 1 setting.
Do not despair, despite what you may have been told there is a proven answerto dyslexia/ reading delay .
The Ovirrp method is briefly described in Ovirrp Lite. If you want a deatiled explanation of ther method anfd its theoretical underpinning including academic references get in touch with meH at either p.macmillan@exeter.ac.uk or Ed.Psych@Ovirrp.co.uk.
The most recent evaluation of Ovirrp can br found in the Jan. 2018 edition of The journal of Research in Special Educational Needs, the title is A Pilot Evaluation of the Reading Intervention ‘Own-voice Intensive Phonics’ (OVIP)
Ruth Gwernan-Joneset al. Other details of the method are available at http://blogs.exeter.ac.uk/ovip.
Data Chart Legend ID = identity, CA = Chronological age, G = gender, Pre = pretest score, post = post test score, D = difference between the two scores.
| ID | CA | G | Pre | Post | D | Sessions |
|---|---|---|---|---|---|---|
| F | 11 | M | 8.1 | 11.6 | +3.5 | 22 |
| E | 11 | M | 7.9 | 10.4 | +2.5 | 22 |
| O | 11 | M | 8.5 | 11.6 | +3.1 | 22 | G | 8 | F | 6.1 | 9.3 | +3.2 | 19 | H | 9 | F | 6.1 | 8.9 | +2.8 | 20 | T | 10 | M | 8.1 | 12 | +3.9 | 22 | EB | 10 | M | 6.1 | 10 | +3.9 | 22 | EF | 12 | F | 8.3 | 12 | +3.7 | 22 | FB | 12 | M | 8.2 | 12 | +3.8 | 22 | W | 7 | M | 5.1 | 7.3 | +3.1 | 19 |
(Parent) 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 mind set 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.
(Grandparent- teacher) This programme should be in every school.
(Parent) Hi Phillip, My points on the course.
I noticed ****'s confidence increased as she went along with the course. Her teacher was saying that the progress was brilliant in class, which made her more happy at doing her written school work.
****'s handwriting also improved over the course. As ****was hearing her own voice back as to how to spell words, she seemed to listen to herself more willingly than if it was my voice on how to spell a word.
(Child) From **** point of view.
I liked being taught the sounds and by myself. It has helped me spell and read. My teacher says I have improved so much.
(Parent) HI Philip, **** is really enjoying his reading and will happily sit and read for hours now, which has been a godsend in lockdown. He is tackling some really challenging books, which is wonderful to see. Thanks for all your work with him Philip. You have enabled **** to access the whole world of literature by himself, which is such a life long gift. 'OVIP has had a really positive impact on ****, not only in terms of his reading and spelling but also his confidence in other areas of the curriculum. His most recent school report noted that he is now approaching his school work with a growth mindset and is feeling more able to take risks with is learning. Prior to OVIP **** loved books but would become frustrated as his reading ability meant that he struggled to read the stories that he was interested in. This mismatch between his ability and his interests was a real source of stress and frustration for him. Due to the OVIP intervention and the positive feedback from Philip ****'s reading ability and confidence has significant increased and he is reading and enjoying much more challenging books. He is currently reading Sherlock Holmes, which is something he would not have been able to do prior to OVIP. ****, like many children, has often lacked motivation to complete homework, but he has been self-motivated and engaged with the home learning from OVIP. I asked **** what improvement OVIP made to his reading and he said it was an 8.5 out of 10. As a parent who has tried a number of different strategies to support **** with his reading and spelling OVIP has been by far the most productive and positive intervention. For **** I think this has been a life changing piece of work and I cannot praise the intervention highly enough.
(Parent) Dear Philip, ***** took part in the OVIP programme during lockdown and concluded his involvement in September. During the sessions and writing practises, ***** became much more confident when reading, spelling and writing words. He has become a much more confident reader thanks to this programme and finds reading easier with an amber coloured overlay. Throughout the programme you guided ***** patiently and supported him really well. He enjoyed his sessions with you and looks forward to reading with me of an evening now. When he found one session a week difficult, you were more than happy to start seeing him for two sessions a week. This made a huge difference as ***** felt that he was able to achieve the amount of writing necessary to practise.
Thank you for all your help.
****** ******
(Child) Dear Philip, Thank you for helping me in all that I have done. I know it has been hard along the way but you did help me with some words. I would like to say thank you very much. I find reading and writing much easier now because of the practise I did. I just want to say thank you.
***** ******
(Parent) Hello Philip,
thank you so much for your help with *****. After his initial anxiety over attending OVIP sessions, he managed well. I have seen a noticeable difference in his reading ability and recognition of words. Furthermore, his confidence in himself appears to have grown and he approaches reading without the tears and frustration he used to display.
OVIP and the time you have spent with him have definitely had a huge impact on his reading age and this will of course have a knock on impact for him as he starts secondary school in September.
Thank you again for your time and effort.
Best wishes,
***** and *****
Reading is the most important educational attainment. If you can read well the world of knowledge is at your finger tips, if you cannot you are at a distinct disadvantage in coping with many everyday tasks independently including dealing with the new technologies.. In my work as an educational psychologist I have seen, at first hand, the adverse effects that the experience of failure in learning to read can have on the individual. These can be long lasting and produce negative effects on personality development, self-confidence and ambition. Currently access to the OVIRRP programme is free of charge.
As a result of the disruption to the education system by Covid, Dr. Philip MacMillan, Educational Psychologist, is looking to recruit children (and adults) from 9 years old who have a diagnosis of dyslexia or who are not making good progress in reading with their current level of support. This is an innovative remedial reading programme at the Graduate School of Education Learning Lab under the direction of Prof.Brahm Norwich.
Spaces are limited.
The method (Own Voice Individualized Phonics- OVIP now known as OVIRRP) uses the learner's own voice recorded in a specific way to deliver the lessons, which are then practiced at home via a laptop or other device, essentially the learner becomes the teacher. It has been shown in peer reviewed research papers to be very effective. Routinely word recognition skills increase by 2-3 years by programme end.
The method's assessment process places the participant at the correct starting point. Areas covered are; Beginning Vowel Sounds; Consonant Sounds; Long Vowels (silent e rule); Initial Consonant Blends; Soft c & Soft g. The data indicates that if the learner completees these lesson then he/ she should achieve a reading age of 11+. The average increase in word recognition is between 2.5-3.5 years.
The lessons are delivered online in a one-to-one setting using the free version of Vsee Messenger, they take approximately 20 minutes. The recorded lesson is emailed out for further practice at home. Lessons are delivered usually on a Saturday/ Sunday or by prior arrangement at other times. There is no charge, but it is required that parent and child (or other competent adult) attend an initial online interview. Philip will pre-test and post-test each participant. A report on each participant's progress will be provided at programme end. Schools (primary or secondary) welcome, Home Schoolers also welcome, as are adults(see the Adults Results Section below)
Email Philip p.macmillan@exeter.ac.uk with any questions.
Brief
details http://blogs.exeter.ac.uk/OVIP/
OVIRRP is a proven, innovative and uniquely effective yet simple teaching method designed to improve literacy skills very
quickly using a technique known as Own Voice Feedback, in which, essentially. the learner becomes the teacher.
The OVIRRP programme is designed for those who have previously experienced difficulties or delays in acquiring literacy skills adequate to their needs or who have English as a second language.
It is not a programme for the very young if only because it requires that the learner becomes fully involved in managing their own learning independently.
The methods and materials used in OVIRRP are based on firm data supported theoretical underpinnings in four major areas of psychological research. The first is in the area of reading delay, the second is in the perception of speech and its relation to reading, the third is in the area of remediation and the fourth relates to performance enhancement.
Recent research has clearly shown that the majority of those who experience difficulties /delays in developing literacy attainments adequate to their needs do so because they have difficulties in dealing with the sub word units of speech, phonemes (speech sounds within words). That is they have difficulties in segmenting a word or syllable into its constituent phonemes and associating them with the graphemes (letters) that are their visual representation. For example the word cat has 3 phonemes /c//a//t/ represented by the letters cat. The word bath has 3 phonemes /b//a//th/.
The process of reading is basically seeing speech and hearing print. We perceive and produce speech at the level of the styllable not the phoneme. The notion of the phoneme is a human invention to allow for a writing script based on minimal speech sounds. It needs to be learned.
The research into the remediation of literacy difficulties is firm on the point that the learner needs to learn how to deal with the sub word units of speech and that this this is best done in the context of words and sentences. Isolated phonic drill exercises are of limited use in this regard. Recent research indicates that successful programmes for learners with significant reading delay are those that deal with phonics in the context of words and sentences in a structured way. The lessons also need to be brief, fast paced, and delivered in a supportive one to one setting. In these circumstances improvements can be rapid.
The OVIRRP programme delivers all that current research says is necessary for fast remediation of reading and spelling difficulties. Lessons are brief and fast paced, an average lesson takes 15 - 20 minutes to record, home practices take around the same amount of time. The lessons involve structured cumulative and multi-snsory (involves speaking, hearing, seeing,and writing ) materials that involve linguistic phonics (breaking apart own speech into phonemes) synthetic phonics(joinuing phonemes togethr to make words) analytic phonics (common letter patterns) plus spelling rules delivered in a supportive 1 to 1 setting. Those who have experienced reading delay have usually had a negative experience of group based learning. The one to one delivery format of OVIRRP helps learners overcome this. The programme involves a practice element to build mastery and self esteem.
In an OVIRRP lesson the material to be learned is delivered in the voice of the learner recorded in a specific way and then edited to ensure an error free lesson for them to work from. The learner then listens to the recorded lesson and writes the contents down to dictation at least four more times. The learner will in effect listen to and write down a lesson that involved them and that is error free. In doing this the learner will be experiencing themselves as being competent in a task that previously they found difficult. They will in effect be modelling from themselves. The technique of self modelling is widely used in sports and performance psychology to enhance outcomes. OVIRRP is close coaching for literacy, the rtesults sp[eak for themselves. It is the quickest remedioal reading programme currently available.
The research basis of Ovirrp is covered in depth in two papers, Ovirrp Haevy and Own Voice? (why should OV be of use in reading delay?) both are available on request. They are, of necessity, detailed, complex and relatively lengthy. They are fully referenced. Email me if you want a copy of the papers.
I use the terms reading difficulty/ delay and dyslexia interchangeably.
Reading difficulties can be caused by many factors, some internal some external. There are several labels used to describe reading difficulties, for example learning disability, developmental reading disorder, specific learning disability, specific reading disability, print disabled and finally dyslexia.
The term dyslexia is used to describe a situation where an individual is experiencing ‘unexpected’ difficulties in acquiring literacy skills. It is unexpected in the sense that the individual seems to be effective in most other learning situations. The current BDA attitude is that it is a neurological problem not a cognitive (teaching/ learning) problem. One definition of dyslexia is significant problems in acquiring literacy skills despite average or better general intelligence, however this definition makes average or better general intelligence a defining criteria. Past and present research shows that this is not so. Dyslexia can be found over the whole range of ability including pervasive developmental disorder. The sub skills of reading, i.e. phonological awareness/ phonemic processing (PA) have been shown to be independent of general intelligence.
Dyslexia is the most widely used label. I have, over the years, read countless diagnoses of dyslexia and have yet to see in any of them a description of the condition in terms of what the underlying problem might be. These reports are descriptive but, apart from recommending accommodations, they are not prescriptive. This indicates an attitude that accepts the condition as fixed and essentially not correctable. Consequently little is done to correct it. Current evidence shows that this conclusion is incorrect, dyslexia (whatever that is) can be corrected as the results above prove.
The attitude of most LEAs is to dyslexia is provide accommodations to mitigate the effects of the condition. For example in relation to exams, a reader, a scribe, longer time in exams, and spelling errors ignored.
If the NHS took the same attitude to a broken leg you would be offered a wheelchair to accommodate your difficulties in getting around. The problem would not be solved. Thankfully the NHS strives to get you back to where you where before the break.
The label dyslexia and the provision of accommodations takes the heat off of the school system, it does nothing to resolve the problem. It is never viewed as a teaching difficulty only a child centred learning difficulty, i.e. the problem lies within the child and not the way he/she is being taught. The system cannot ever be wrong, can it? The term dyslexia has never been satisfactorily defined. Several notable researchers in the field have campaigned against its use.
The most helpful description of the term dyslexia (reading difficulties)was developed by Boder & Jarricao (1982), they stated that dyslexia may be split into four major categories based on presenting symptoms. Their definitions are both descriptive and prescriptive. The categories are: Dysphonetic - problems in segmenting phonemes from a word or syllable, Dyseidetic - problems in the visual system, Alexic (mixed - problems in both systems), Kinaesthetic - this is a very rare form of dyslexia involving problems with fine motor control and speech in addition to difficulties in relation to handling print. In over thirty plus years of reading dyslexia reports I have never seen any mention of the Boder & Jarrico categories just the term dyslexia. One has to ask why this is so.
Dyslexia can be overlaid or mixed in with other learning difficulties such as Attention Deficit Hyperactivity Disorder (ADHD). Indeed most ADHD individuals experience significant difficulties in relation to reading and spelling. Many of the symptoms of ADHD are similar to the symptoms of dyslexia and the two conditions are often associated. In many cases in my experience students diagnosed as ADHD and dyslexic and who have been effectively treated for the dyslexia have experienced significant decrease in the symptoms of ADHD and exhibited improveds elf-confidence as a learner as their literacy skills improved. The OVIRRP programme is one way to manage the reading difficulties of those with ADHD that does not involve medication. A similar situatuin can occur in those disgnosed with Autistic Spectrum Disorder (ASD)
Research into reading difficulties over the last thirty or more years illustrates quite clearly that the abilities associated with reading and spelling skills are independent of intelligence. The abilities most closely correlated with reading and spelling attainments are Phonological Awareness/Phonemic processing (PA) abilities. Much of this research into PA has been ignored in favour of so called mixed methods and multi cueing systems. At the end of the day writing is speech put on paper using a code based on speech sounds and orthographic rules.
Academic 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
https://doi.org/10.1111/1471-3802.12400
Summary
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. Average increase in word recognition as a result of the intervention (40 self administered 10 minute daily lessons) was 1.5 years. 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.
Primary School results
**** School
Review
It is 2 years since we took part in the pilot. scheme to try the Beacon Programme (OVIRRP) at **** School.
In March members of staff, 2 TA s and the SENCO trained as Tutors.
It became apparent within a term that this was an exciting programme to run in our school. All 3 Tutors work for 1 lesson per week with individual children selected from KS2. The children then do a daily practice from their recorded lesson for the next 4 days" but working independently. The TA s oversee initial practices until the children are confident
The Tutors all agreed on the benefits the programme brought the children. The children selected all have enjoyed doing the programme. They feel quite special. They feel successful as they are in charge of their own learning.
We had initial hiccups developing routine for a smooth running programme, particularly establishing the daily practice. It worked well with some Class Teachers, but not for others. Some Class Teachers forgot to release or remind the children daily. We tried to establish Listening areas within each class base. This worked well for most, although children with less confidence would not approach their teacher to remind them about their practice time.
When we moved into our new building we took the opportunity to set up a Literacy Area in the Quiet Room. The children soon learnt to report in to their Class Teacher for registration and lunch choice at 9 am, put their initials on the board to show they had arrived and leave the classroom to set up their practice in the Literacy Area.
All the children have their tapes, books and pencils in a zipper bag held centrally in the Quiet Room. Most children complete their practice within 10 minutes and return to class by the time registration is complete.
They log out on a chart to show they have been in school that day and completed a practice. One TA spends the first hour every day supervising independent practice and delivering new lessons. A report file is kept for logging all of the children’s lessons comments and needs to be addressed. The SENCO keeps a weekly track of the file and provides additional phonic support when necessary. Occasionally, we have taken a child off the programme for a week or two to consolidate a difficult new phonic concept. The children are targeted by the SENCO and discussed with the TA's, as a team as to the suitability of the programme for each individual child, and tracking their progress. The SENCO and T A s meet at regular intervals to discuss the children
During the .first Year of the trial, we targeted some children throughout KS2 who were experiencing reading difficulties. Year 3 children found the programme the most difficult. They did not cope as well with the independent nature of working and found the daily dictation challenging. They also found the lessons too long, the Tutors needed to halve some of the lessons. The SENCO rewrote some of the sentence dictation into shorter sentences. with more child friendly language.
During the second year of we decided to target children from Years 4, 5 and 6. We run approximately 10 to 12 children at any one time. Some Year 3's are ready to tackle the Programme
in the Summer Term and this remains a flexible option. We have a reserve waiting list of children to be targeted next and would like to extend the programme.
DATA
Before beginning the programme, the children are tested on the Salford Sentence Reading Test (new normS). They are then tested termly to track rates of progress. After the first 4 months of running the OVIP Programme we did our first data tracking. With the first 7 children trialed the range of improvement in Reading Ages were:
20 months from the 15% to the 46% ile.
18 months from the 1% to the 20% ile.
14 months from the 4% to the 16% ile.
13 months from the -1% to the 5% ile
11 months from the 22% to the 28%ile
7 months remained at 1% ile
3 months remained at the 1% ile
All children except one had improved at a faster rate than they had ever done before. 5 had made significant progress. Some of these had entered literacy for the first time with any independence.
The benefits exceeded our expectations. We primarily trialed this programme to raise the standard of reading for those children who find engaging with print a really difficult concept It soon became apparent that the programme did much more for the children than raise their reading standards.
* It aids those children with an attention deficit, to sit independently and be able to focus and sustain concentration for increasing periods of time.
* It develops listening skills for some children who have had great difficulty in sustaining focus on the spoken word.
* It raises self esteem. The children are creating a perfect lesson, for some this is the first time in their lives they have ever achieved this.
* It aids clarity of speech. For some children it is the first time ever they have been able to hear themselves clearly.
* It aids spelling, as the daily dictation consolidates regular spellings and practices phoneme groups.
Over the period of a school year we have targeted 21 children.
Some children were on the programme for only a short period of time, because of mobility .
All targeted children continued except 1, who struggled with his short term memory and became distressed at the rapid pace. He has followed another reading rescue programme and we are considering bringing him back into the programme in the near future.
* All children made progress but 2.
* 11 children progressed beyond the 20%
* 7 children progressed beyond the 25%
.
*5 children progressed beyond the 30%
*The highest percentile reached was the 46%
1 child is still from the original cohort. She began in Year3 (the youngest member of that year group). Her speed of processing and recording is very slow, so early lessons needed dividing into 2. More difficult lessons e.g. er sounds er ur' ir' ear air' needed teaching separately in short lessons.
Her progress charts Feb RA 5. 4%
Jul1 RA 6.8 16%
Mar 02 RA 7.5 18%
Jul O2 RA 8.1 28%
Dec 02 RA 9.0 38%
4th percentile to the 38th percentile in less than 2 years is real success. She continues at present on Book 2 of the programme. She is currently in year 5 and will be reviewed at the end of term. It has given her such confidence, she is very proud of her achievement.
Another child began Beacon in September in Year4 RA 7.0 13% Dec RA 8.1 28%
This boy had significant sound disordered speech, little self- confidence, a negative view of school and poor motor control. His self- confidence has grown enormously. His speech is improving in clarity (agreed by SPLT**), his handwriting has become legible, neatly formed and more mature.
His ability to read and write with independence can be measured by comparisons of his work from Sept through to March (work attached), and moving from SEN supported reading to independent choice from class banded books.
** SPLT = speech and language therapist
SENCO **** School
| ID | Status | Pre | Post | D | Lessons |
|---|---|---|---|---|---|
| SA | ESL | 5.0 | 7.7 | +2.7 | 8 |
| MD | ESL | 5.0 | 6.8 | +1.8 | 8 |
| PJC | 5.0 | 6.4 | +1.4 | 8 | |
| PM | 5.0 | 7.7 | +2.7 | 12 | |
| DC | 10.0 | 12.5 | +2.5 | 10 | |
| CM | 5.0 | 7.3 | +2.3 | 18 | |
| WM | 10.0 | 12.0 | +2.0 | 12 | |
| SV | ESL | 5.0 | 7.10 | +2.10 | 18 |
| PE | 6.3 | 8.7 | +2.4 | 14 | |
| PC | 6.3 | 8.7 | +2.4 | 14 | |
| PC | 6.3 | 8.7 | +2.4 | 14 |
A Pilot version of OVIP funded by a small grant from the National Lottery was delivered to 9 incarcerated adults. Pilot data table above
Excerpts from an independent evaluation are shown below as are the data from a later larger scale implementation. Aloo shown is a selection of comments from an independent evaluation funded by NIACE (National Institute for Adult Continuing Education).
Sad to say the education provider decided later that it “wanted bums on seats” not the 1 to 1 setting of OVIP so the programme was withdrawn. The agenda of the education supplier was not learner needs. The training of the tutors was funded by NIACE not the education provider.
Course feedback from students collected by education department staff. With reference to OVIP here are written comments by students.
For example “thank you for your help for my new future”
“I think this course is good because I have learned a lot so far so I hope
to carry on with this because I know I can learn more”
“I got a certificate for excellence and am going to keep working on
this”
“I am more confident and read much better”
“I now go to education every morning to do reading every day”
“I have learned more than before”
“I’ll find it very useful in the future”
Excerpts from the Independent Evaluation of OVIP by NIACE
6. Partner Organisations None
There is no specific partnership relationship. The prison education department, however, recognises the significant contribution to the process of Phillip McMillan, an educational psychologist from Exeter University, who has acted on behalf of Beacon to build up the programme during its early period and on an ongoing basis now that it is being delivered by ***** College staff.
7. Steering or Advisory Group
The steering group for the project consists of ******, the project manager, Phillip McMillan, ****** (***** College) and the lead tutor for the Real Talk course.
The group’s input into the project planning and development has largely consisted of review and analysis of the progress of the two programmes.
*****…. 10. Outcomes and Evaluation
2. The OVIP programme has already exceeded its proposed output targets, recruiting 9 compared with the planned 6 learners. There is a waiting list for the programme. Its success in raising the level of reading attainment of learners has also exceeded expectations. Paul, a reluctant learner with challenging behaviour improved his reading age from 6 years to 9 years within the space of weeks, with commensurate improvements in his behaviour, self esteem and ability to relate to peers on the wing.
3. The investment in this project is expected to lead to more far reaching outcomes, particularly the training of staff in use of interactive whiteboards and the exposure to a wider range of activities , including use recording and playback devices.
4. The Education team’s assessment at the project midpoint is that the success of OVIP, in particular, makes it particularly valuable. The very lowest levels of ability to read pose unique challenges for the learner and their tutors, constituting a formidable barrier to self esteem and the likelihood of successful rehabilitation and resettlement. The sustainability of courses relies upon the programme being absorbed into mainstream funded delivery by the OLASS provider. The team is hopeful of a successful outcome to future discussions with ***** College.
| ID | Status | Pre | Post | D | Lessons |
|---|---|---|---|---|---|
| 1 | ESL | NR | 7.7 | +2.7 | 10 |
| 8 | ESL | NR | 7.9 | 2.9 | 10 |
| 10 | ESL | NR | 7.7 | 2.7 | 10 |
| 11 | Esl | 10.0 | 11.0 | +1.0 | 10 |
| 16 | ESL | 7.8 | 9.3 | +1.5 | 10 |
| 24 | ESL | NR | 11.3 | +6.3 | 30 |
| 26 | ESL | 7.1 | 11.3 | +4.2 | 20 |
| 27 | ESL | 7.8 | 14.90 | +7.1 | 30 |
| 41 | 6.3 | 8.7 | +2.4 | 20 | |
| 28 | ESL | 8.0 | 15.9 | +7.9 | 30 |
| 29 | 6.3 | 8.7 | +2.4 | 20 | |
| 30 | ESL | 7.7 | 11.3 | +3.6 | 30 |
| 31 | NR | 6.4 | +1.4 | 20 | |
| 4 | NR | 7.3 | +2.7 | 20 | |
| 5 | 10.3 | 12.5 | +2.2 | 20 | |
| 6 | ESL | NR | 7.3 | +2.3 | 20 |
| 7 | 10.9 | 11.9 | +1.0 | 10 | |
| 9 | 6.3 | 8.7 | +2.4 | 20 | |
| 12 | 7.9 | 8.8 | +0.9 | 14 |
| ID | Status | Pre | Post | D | Lessons |
|---|---|---|---|---|---|
| 13 | NR | 7.4 | +1.4 | 10 | |
| 14 | NR | 7.4 | +2.4 | 10 | |
| 15 | 10.3 | 12.5 | +2.2 | 10 | |
| PM | 5.0 | 7.7 | +2.7 | 12 | |
| 17 | 15.3 | 16.3 | +1.0 | 10 | |
| 18 | 6.0 | 8.3 | +2.3 | 10 | |
| 19 | NR | 7.6 | +2.6 | 20 | |
| 20 | 10.9 | 11.9 | +1.0 | 10 | |
| 21 | 7.0 | 7.6 | +0.6 | 10 | |
| 22 | 8.9 | 9.9 | +1.0 | 10 | |
| 23 | 13.3 | 15.3 | +2.0 | 10 | |
| 25 | 8.9 | 15.9 | +7.9 | 20 | |
| 31 | 7.9 | 8.8 | +0.9 | 10 | |
| 32 | 6.5 | 6.11 | +0.6 | 10 | |
| 33 | 10.0 | 12.0 | +2.0 | 12 | |
| 35 | 10.9 | 11.9 | +1.0 | 10 | |
| 36 | 7.0 | 7.6 | +0.6 | 10 | |
| 37 | 8.9 | 9.9 | +1.0 | 10 | |
| 38 | 10.9 | 16.3 | +4.2 | 30 |
Legend for data table
NR = non reader = a reading age of less than 5.
ESL = English as a Second Language. Many within the ESL group did not know the English alphabet before starting OVIP.
If the staus is balnk = English born.
Tutor input is approximately 20-30 minutes per session followed by an immediate independent practice with tutor support. Esl sessions often take longer due to their needing more explanation of the vocabulary and rules etc. The tutee then carries out 3 or more practices independently. There is a strong trend showing that amount of progress is related to number of lessons completed.
Many more have taken part in the programme but due to XXXX’s rate of turnover have left before testing was carried out at lesson 10. Testing every 5 lessons may help this situation, however most tutees find the testing anxiety provoking and it is left to the tutor to decide.
The test used for both pre and post is the Word Recognition Test from the British Ability Scales. It is considered to be a valid reliable and well normed test of ‘pure’ word recognition, that is the word is either recognized or it is not, there are no other cues such as preceding context to help with recognition.
Left School at 15 with no qualifications. Did a variety of jobs. Got to University at age 31 after getting 3 A levels and O level maths by correspondence courses, was, at the time, a bus driver and Union Rep.
After my first degree (Psychology) I did teacher training (PGCE) then taught for two years before returning to University to complete a Masters in Educational Psychology (EP). I worked as an EP in Bristol, Poole, Dorchester , Stoke on trent, Newfoundland, Labrador, Calgary Alberta. I carried out teacher training in the US (Tennessee).
I have a Ph.D. which is based on my reserach into the Own Voicw Feedback (OVF) method for alleaviating reading delay. I am C.Psychol. (UK). C.Psych (AB), Associate Fellow of the British Psychological Society, since 2010 Honorary Research Fellow in the Graduate School of Education (GSE) at Exeter University. I have four peer reviewed papers on the OVF method and its outcomes and a paper on a different teaching method for able, anxious underachivers.
I am currently running a research project at the GSE using an on-line version of the Own Voice Feedback method. Results are excellent, increases in word recognition after 22 brief lesson sessions and self adminsitered home pracice range from 2.5-3.5 years.
For further details see
http://blogs.exeter.ac.uk/ovip
Dr. Philip MacMillan
Graduate School of Education
A.F.B.Ps.S
C.Psychol UK
HCPC registered
Educational Psychologist
email p.macmillan@exeter.ac.uk