RTLB, Te Whiri Kōkō Cluster
Abstract: Many primary and secondary schools in New Zealand are searching for cost-effective dyslexia intervention resources to address the needs of students who are at risk of failure in their learning. In 2019 and 2020, Te Whiri Kōkō Resource Teachers: participating schools as having dyslexia or dyslexic tendencies. Learning and Behaviour (RTLB) Cluster trialled the impact C-Pen ReaderPen technology had in addressing literacy barriers Research Design that some students face, particularly those exhibiting dyslexic Organisation The trial took place over two years, Phase One in 2019 and Phase characteristics. Data was collected using a range of pre and post-literacy Two in 2020. Participants were students from Years 3 to 12, with assessments, participant surveys and through conversations with the bulk coming from Years 5, 6 and 9. Students were drawn from three primary schools and three the participants during the trial period. colleges, sited within the Manawatū, The findings established that the In the primary Tararua, Ōtaki and Kāpiti Coast rural C-Pen ReaderPen proved an effective and urban regions. intervention for the trial students. The schools, the focus Before the trial commenced, an majority of the students increased reading was on literacy, while employee of Desktop Technology accuracy and comprehension levels and Services Ltd (DTSL) ran a C-Pen written achievement outcomes. in the colleges the ReaderPen training session for the C-Pen ReaderPens were What is a C-Pen ReaderPen? participating learning support Heads of The C-Pen ReaderPen is a robust, portable, made available for use Departments (HODs), Special Education pocket-sized reading pen that reads text Needs C oordinators (SENCOs), out loud with a human-like digital voice. in all core academic teachers, and teacher aides. In turn, these The ReaderPen is light and easy to grip. professionals trained and supported the It is designed to promote independent curriculum areas. participating students. learning for students who are experiencing The C-Pen ReaderPens were made reading difficulties such as dyslexia. Its features include: available for students to use at any stage during the day. In the primary schools, the focus was on literacy, while in the colleges ■■ Words and lines of text that are read aloud i.e., students scan the C-Pen ReaderPens were made available for use in all core the print text they are trying to read, and the device will read it aloud in a human-sounding voice. academic curriculum areas. Teacher aides who were familiar with C-Pen ReaderPen technology were available at various times to ■■ Built-in dictionary options that can provide definitions. encourage and support students in the use of their ReaderPen. ■■ The ability to scan, store and transfer text to various IT ■■ ■■
devices. A voice recorder. Firmware upgrades.
Introduction In 2019, Te Whiri Kōkō RTLB Cluster became interested in whether the C-Pen ReaderPen was a device that could have a positive impact on reading achievement and reading engagement for students experiencing challenges in literacy. Subsequently, Karen Blundell and Alastair Milner undertook a trial to investigate the effectiveness of the C-Pen ReaderPen as a valid and reliable tool to enhance literacy outcomes for students facing issues in reading and writing. All students were identified by the
Methodology Quantitative and qualitative data were collected to enable trial project coordinators to understand and evaluate the effectiveness of the C-Pen ReaderPen in increasing: ■■ ■■
Reading accuracy and comprehension outcomes. Writing quality and quantity outcomes.
There were two phases of the trial. In Phase One, ten target students were selected from each of the four participating schools. In Phase Two, five target students were selected from the two participating schools. In both, each of the participating schools recommended students whom they identified as displaying dyslexia-type characteristics. The trial coordinators
then assessed the students using a GL Ready Rapid Dyslexia Screener(1). Those who scored Moderate, High, or Very High, according to the RAPID scale of dyslexia indicators, went on to participate in the two trials. At the end of each trial, two reading assessments were administered through Probe Non-Fiction Running Records(2). The participants undertook their first running record without the aid of a C-Pen ReaderPen but used one for their second running record. Reading accuracy and comprehension data were collected from both running records. As Phase One progressed during 2019, the trial coordinators became interested in whether the use of the C-Pen ReaderPen would be enhanced if they were not tagged to particular students but used as a whole class resource in an environment that promoted Universal Design of Learning (UDL) principles(3) i.e., necessary for some, beneficial for all. Therefore, Phase Two of the trial allowed the coordinators to investigate the impact the C-Pen ReaderPens may have on improving literacy achievement outcomes for the trial participants when the ReaderPens were accessible to all students in the classroom as a whole class resource.
participating educational professionals. Results Quantitative Results: Phase One, 2019 & Phase Two, 2020 Phase One Both the primary and the college students were given two Probe non-fiction running records where the text had the same reading age.
Written Language Assessment During Phase One, an adaptation to the project took place as both coordinators agreed that it would be useful to trial the use of C-Pen ReaderPen specifically and exclusively as a writing enhancement tool. Anecdotal evidence was appearing that if students used the ReaderPens voice recorder function as a working memory aid through orally pre-recording their ideas for writing, quality and quantity outcomes would be enhanced. Therefore, data was collected from a target group of Year 5/6 students sited in one primary school who were using the recording function of the C-Pen ReaderPen as a writing aid. For these students, data was collected as follows: ■■
Two independent ten-minute writing samples were gathered. In the first, the students wrote without the use of the C-Pen ReaderPen, while in the second sample, the students were able to use a ReaderPen to orally record their ideas before they undertook their writing task. A traditional classroom pre-writing brainstorming activity took place before each of the ten-minute writing sessions. Student fluency and progress were measured in terms of the number of words and the number of ideas written by each participant.
Participants’ Voice In Phase One, towards the end of the trial, the following surveys were administered: ■■ ■■
A student voice survey. An educational professional’s survey completed by the participating learning support HODs, SENCOs, teachers and teacher aides.
In Phase Two, information was collected through ongoing discussions trial coordinators had with the students and
Phase Two The primary students were again given two non-fiction running records. However, to better measure the impact the C-Pen ReaderPen had on the participants’ literacy performance, with Probe 2, the text level was placed at a reading age one year higher than the first Probe text. The college students were given two non-fiction running records where the text had the same reading age as with Phase One. Student Qualitative Data Feedback from the 2019 post-trial student survey was positive.
Both primary and college-aged students indicated that they found the C-Pen ReaderPen word scanning function easy to use and that the device made the task of reading independently easier. Most students also reported that their reading capability and confidence improved when they had use of the ReaderPen. Feedback from the Year 5/6 group of five students who were using a C-Pen ReaderPen as a writing tool indicated that they found the voice recorder function easy to use and that it was a useful aid in helping them recall their ideas for writing.
Professionals Qualitative Data Overwhelmingly, the 2019 survey, completed by learning support HODs, SENCOs, teachers, and teacher aides, indicated that: ■■
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The C-Pen ReaderPen was an easy device for their students to use. Student reading levels and reading confidence improved. Student reading engagement improved.
During both phases, some professionals fed back to the trial coordinators that the college-aged students were reluctant to use their C-Pen ReaderPens in a formal classroom situation. Discussion Overall, it is the opinion of the RTLB coordinators that the trial showed that the C-Pen ReaderPen has significant potential as an effective digital device to remove barriers to reading and writing at both primary and college educational levels. Probe Running Record data shows clearly that the primary school students, and to a slightly lesser extent, the secondary students, made progress in reading fluency and comprehension. The Year 5/6
target students increased their writing output in both quantity and content. The trial coordinators note that the C-Pen ReaderPen will only scan printed text and that the effectiveness of the device was enhanced when the students were scanning words and sentences of font sizes from 6.5 to 22. The ReaderPen was also most effective when the students had access to headphones that could enhance the sound clarity and exclude background noise. Regarding the question of whether the C-Pen ReaderPen’s effectiveness is strengthened when available as a whole class resource as opposed to targeting individuals, the quantitative data suggests that ReaderPens are productive when used both as a classroom tool or targeted to individual students. However, the coordinators did observe that the status and usage of the ReaderPens are enhanced when made freely available in the classroom for all learners. In doing so, accessing the tool becomes the norm in the classroom. The evidence from both phases of the trial suggests that a barrier exists for college students using the C-Pen ReaderPen in mainstream classrooms, mainly because of their reluctance to draw unnecessary attention to themselves or be seen as different in a classroom setting. Conversely, the trial coordinators did note that college students were more willing to engage with C-Pen ReaderPens when their teaching and learning programmes were taking place outside their mainstream classroom in such settings as a learning support hub. However, the target students in the colleges increased usage rates in their mainstream classroom setting during Phase Two when the ReaderPens were introduced as a whole class resource, particularly when encouraged to by a teacher or teacher aide. College staff commented to the trial coordinators that, generally it was challenging in mainstream classrooms to get students to use any devices that might be seen as identifying them as ‘different’ or having ‘special learning needs’. A typical paraphrase of staff feedback was: The students use devices of all kinds all through primary school. However, when it comes to college it is a struggle to get them to continue to use these digital supports in a classroom scenario due to the risk of being seen as different. This is an issue that is well worth addressing because it is clear from the Phase Two comprehension, and to a lesser extent accuracy data, that if this self-efficacy problem can be broken down at the college level, there is potential for the C-Pen ReaderPen to play a useful role in removing reading barriers. In terms of the type of student who might benefit most from having access to a C-Pen ReaderPen, the coordinators identified the following as a general learner profile: ■■
Students who generally struggle with literacy and present with dyslexic characteristics.
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Students who are slow decoders and those who are susceptible to losing text meaning from struggling to read fluently. Students for whom English is a second language and are learning to read. Students who may find reading cumbersome if they are experiencing minor sight difficulties. Students who tend to be given younger topics/storylines in the educational setting, which are outside their interest range. This mainly occurs when students are matched appropriately with their reading accuracy and comprehension levels. The C-Pen ReaderPen allows the older student to read independently at their own topic and storyline interest level. Students who have trouble remembering teacher information around knowledge or task instruction. Students who struggle to remember what they intend to write. Students in classrooms where the teacher is encouraging and supporting the use of the C-Pen ReaderPen. Students in classrooms where the teacher and/or teacher aide has a ‘working understanding’ of the C-Pen ReaderPen. Students who have been well trained in the use of the four functions of the C-Pen ReaderPen. Students who have access to C-Pen ReaderPen friendly headphones. Students who have the coordination skills to efficiently operate a C-Pen ReaderPen -generally those in Year 3 and above.
The Te Whiri Kōkō RTLB Cluster’s trial focused on: ■■ ■■
The scan-to-read function of the C-Pen ReaderPen, and To a limited extent the recording function as a writing and working memory aid.
However, observational data collected through the trial suggests that the following functions are also beneficial literacy scaffolds: ■■ ■■
The scan, store, and transfer of text to various IT devices, and The dictionary options where individual words can be highlighted, defined and read aloud.
The trial coordinators noted that older students involved in the trial were intrigued that when connected to their Chromebook the device could scan words, sentences, and paragraphs directly into a word document, which is a quick and efficient notetaking support. This could be a useful scaffold for those students who struggle to write or type text i.e., students with dysgraphia. Therefore, it is recommended that schools make students aware of all the C-Pen ReaderPen functions. This will maximise the potential for increased student outcomes. While establishing that the C-Pen ReaderPen has great potential as a literacy support device in the areas of reading accuracy, comprehension and written language content, the trial coordinators also noted the following C-Pen ReaderPen benefits: ■■ ■■
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Builds a sense of student confidence in reading. Helps eliminate anxiety and embarrassment associated with having to ask for assistance with reading. Encourages a diverse reading range where students can independently access and enjoy reading books of interest. Removes the restriction of books being read that are limited to the student’s reading level.
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Promotes freedom to access greater text-based information. Encourages literacy independence, which can lead to increased reading engagement and enhanced literacy selfefficacy. Builds capacity for those facing memory retention issues.
Concluding Statement: The trial provided enough proof to recommend to schools that they trial C-Pen ReaderPens for students who fit the profile outlined. C-Pen ReaderPens can be borrowed from Desktop Technology Services Ltd (DTSL). If its use demonstrates significant benefits for a student, an application to the Ministry of Education’s Assistive Technology scheme(4) can be made for ongoing C-Pen ReaderPen access. References 1) Rapid is a part of the web-based suite of GL Ready Cognitive and Educational screening and assessment tools. It is a screening tool for dyslexia in students aged 4 to 15. Rapid is made up of three subtests that are sensitive cognitive indicators of dyslexia and cover phonological skills, working memory and phonic decoding. 2) Universal Design for Learning (UDL) is an educational framework for creating learning environments that address the diverse needs of learners and is supported by the Ministry of Education. At its core, UDL provides students with flexibility in the ways they access and engage with course materials and demonstrate mastery of learning objectives. 3) Probe Running Records are reading assessments for students from Years 3 to 10 that evaluate reading accuracy, reading behaviour and in-depth reading comprehension. Two Probe tool kits were used in the C-Pen ReaderPen trial, one titled Probe, published in 2002 and a second titled Probe 2, published in 2011. 4) Ministry of Education’s Assistive Technology Scheme (AT) is a scheme where schools apply for specialised equipment to enhance the learning of students with additional learning needs. Author Profiles Alastair Milner and Karen Blundell are employed as Resource Teachers: Learning and Behaviour in the Te Whiri Kōkō Cluster which covers the Tararua, Manawatū, Horowhenua, Ōtaki and Kāpiti Coast regions. https://www.tewhirikoko.ac.nz/ Prior to this role, Alastair Milner spent a number of years working in New Zealand primary schools as a classroom teacher, Deputy Principal and Principal. Alastair has completed a Master of Educational Psychology degree and has an interest in mentoring, developing and supporting schools in the use of digital tools to enhance educational outcomes for struggling learners. Karen Blundell taught in New Zealand schools for twenty years and ran an educational business for ten years. Karen has completed a Bachelor of Education degree and a Post Graduate Diploma in Specialist Teaching. Karen has an interest in assistive technology for students with additional needs.