A groundbreaking Oxford Brookes University study will track over 15,000 pupils to evaluate how AI tools like Amira can personalise literacy support, aiming to enhance classroom teaching and inform national education policy.
A significant new study, led by Oxford Brookes University in collaboration with the Northern Ireland Department of Education’s RAISE Programme, is set to explore the incorporation of AI in primary education, specifically targeting literacy. The initiative aims to engage over 15,000 pupils over the course of a year, providing crucial data to inform national literacy policy and improve classroom teaching strategies.
According to Professor Tim Vorley, pro vice-chancellor at Oxford Brookes, the primary objective of the study is to enhance existing teaching methodologies, not to replace them. He expressed, “This pilot gives us the opportunity to rigorously test how tools like Amira can support what we already know works in primary reading.” This approach pivots on the belief that technology should complement teaching professionals, rather than compete with them. Vorley emphasised the importance of offering every child, regardless of background or learning ability, a robust foundation in reading skills, stating that through targeted, evidence-based interventions, the study aims to contribute to a more inclusive education system.
The project will compare two groups of pupils from similar socio-economic backgrounds and reading capabilities. One group will employ Amira Learning, an AI-powered reading tutor, while the other will continue with standard teaching practices. Each pupil will undergo a 15-minute baseline assessment to measure their reading level and identify potential challenges, such as dyslexia. Following this, they will participate in weekly sessions lasting between 20 and 40 minutes with the AI tool. Teachers will receive comprehensive training, both in-person and online, to assist them in interpreting pupil data from detailed reports and in applying personalised teaching strategies.
The research aims to not only enhance literacy outcomes but also support the professional development of educators by enabling them to implement focused interventions in the classroom. Oxford Brookes University has a storied history in teacher education, having spent over 25 years training educators and shaping education policy. Its extensive research in primary literacy and inclusive teaching has influenced practices both across the UK and internationally. Through its publishing and educational development entity, Hamilton Brookes, the university collaborates directly with schools to create resources that make research applicable to real-world educational challenges.
In addition to its focus on enhancing teaching, the study aims to assess the efficacy of Amira Learning, an AI tool designed to personalise student tutoring experiences through innovative features such as speech recognition and natural language processing. Amira listens as students read aloud, providing immediate, tailored feedback and support, thereby fostering curriculum coherence and driving measurable reading growth. Independent studies have suggested that using Amira for just 20 minutes a day, three times a week could potentially double the rate of reading growth compared to traditional methods.
The project is part of a growing movement towards integrating technology into education, with the hope that it will lead to improved literacy rates among children, support teacher development, and ultimately foster a more effective educational environment.
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Source: Noah Wire Services
- https://www.oxfordmail.co.uk/news/25218122.oxford-brookes-lead-study-use-ai-schools/?ref=rss – Please view link – unable to able to access data
- https://www.oxfordbrookes.ac.uk/about-us/news/oxford-brookes-leads-study-on-use-of-ai-in-schools – Oxford Brookes University is leading a study in collaboration with the Northern Ireland Department of Education’s RAISE Programme, aiming to enhance literacy among over 15,000 pupils. The research will assess the effectiveness of AI-powered reading tools, such as Amira Learning, in supporting primary reading education. Professor Tim Vorley emphasised that the study seeks to complement existing teaching methods rather than replace them, focusing on evidence-based interventions to improve literacy outcomes for all students, regardless of background or ability.
- https://www.amiralearning.com/amira-reading-suite – Amira Learning offers an AI-powered reading solution that integrates assessment, instruction, and tutoring to foster curriculum coherence and drive measurable reading growth. Designed for students from PreK to 8th grade, Amira listens to students read aloud, using advanced speech recognition and natural language processing to continuously assess reading mastery and inform practice and instruction, powering true differentiation. The platform provides personalized, in-the-moment tutoring based on individual student needs, aiming to accelerate reading proficiency.
- https://www.amiralearning.com/reading-game/amira – Amira & the StoryCraft is an AI-powered reading tutor designed to accelerate literacy growth for children aged 5 to 9. The application listens as students read aloud, providing interactive tutoring and building literacy skills while engaging them in personalized ‘Story Lands’. Independent research indicates that using Amira for 20 minutes per day, three days per week, can double the pace of reading growth compared to traditional methods. The app offers a vast library of stories and articles, ensuring content is appropriately challenging and engaging for each child.
- https://www.amiralearning.com/reading-game/howitworks – Amira and the StoryCraft provide personalized learning journeys by having children read ‘just-right’ stories aloud with Amira’s support. Trained by leading reading scientists, Amira employs over 20 different tutoring techniques to identify and address mistakes or mispronunciations, offering assistance and timely encouragement. As children progress, they unlock new adventure lands, with Amira’s feedback and motivation tailored to each child’s needs, keeping them engaged and advancing in their reading journey. The platform also offers progress reports and updates to support parents in monitoring their child’s development.
- https://www.amiralearning.com/reading-game/ – Amira & the StoryCraft is an AI-powered reading tutor designed for children aged 5 to 9, proven to double the pace of reading growth. The application listens as students read aloud, providing interactive tutoring and building literacy skills while engaging them in personalized ‘Story Lands’. Independent research indicates that using Amira for 20 minutes per day, three days per week, can double the pace of reading growth compared to traditional methods. The app offers a vast library of stories and articles, ensuring content is appropriately challenging and engaging for each child.
- https://www.amiralearning.com/reading-game/amira – Amira & the StoryCraft is an AI-powered reading tutor designed to accelerate literacy growth for children aged 5 to 9. The application listens as students read aloud, providing interactive tutoring and building literacy skills while engaging them in personalized ‘Story Lands’. Independent research indicates that using Amira for 20 minutes per day, three days per week, can double the pace of reading growth compared to traditional methods. The app offers a vast library of stories and articles, ensuring content is appropriately challenging and engaging for each child.
Noah Fact Check Pro
The draft above was created using the information available at the time the story first
emerged. We’ve since applied our fact-checking process to the final narrative, based on the criteria listed
below. The results are intended to help you assess the credibility of the piece and highlight any areas that may
warrant further investigation.
Freshness check
Score:
8
Notes:
The narrative appears to be original, with no prior publications found. The earliest known publication date is June 9, 2025. The report is based on a press release from Oxford Brookes University, which typically warrants a high freshness score. However, the narrative includes updated data but recycles older material, which may justify a higher freshness score but should still be flagged. No discrepancies in figures, dates, or quotes were found. The narrative has not been republished across low-quality sites or clickbait networks. No similar content has appeared more than 7 days earlier. The report includes updated data but recycles older material, which may justify a higher freshness score but should still be flagged.
Quotes check
Score:
9
Notes:
The direct quotes from Professor Tim Vorley and other individuals are unique to this report. No identical quotes appear in earlier material. The wording of the quotes matches the original sources. No online matches were found for these quotes, indicating potentially original or exclusive content.
Source reliability
Score:
10
Notes:
The narrative originates from Oxford Brookes University, a reputable organisation. The report is based on a press release from the university, which typically warrants a high reliability score. All individuals and organisations mentioned in the report can be verified online, indicating no fabrication.
Plausability check
Score:
9
Notes:
The claims made in the narrative are plausible and align with existing research on AI in education. The narrative lacks supporting detail from other reputable outlets, which is flagged as a concern. The report includes specific factual anchors, such as names, institutions, and dates. The language and tone are consistent with the region and topic. The structure is focused and relevant to the claim, with no excessive or off-topic detail. The tone is formal and resembles typical corporate or official language.
Overall assessment
Verdict (FAIL, OPEN, PASS): PASS
Confidence (LOW, MEDIUM, HIGH): HIGH
Summary:
The narrative is original and based on a press release from a reputable organisation, Oxford Brookes University. The quotes are unique, and the source is reliable. The claims are plausible, with specific factual anchors and consistent language. The lack of supporting detail from other reputable outlets is noted but does not significantly impact the overall assessment.
