About The C-Pen Reader
The C-Pen Reader pen scanner is major technological breakthrough for anyone learning English, Spanish or French and is a life-saver for those who suffer from reading difficulties such as dyslexia. The C-Pen Reader is a totally portable, pocket-sized device that reads text out aloud with an English, Spanish or French human-like digital voice.
The in-built dictionary puts the power of Collins English Dictionary (30th Anniversary Edition Tenth edition) and the Oxford Spanish and French Dictionaries in your hands. Simply pass the nib across a word and it instantly displays the definition and reads it aloud. It is also a scanner for capturing lines of text and uploading to a PC or Mac, making it ideal for students, teachers and professionals to capture essential information.
The pen is half the size of other portable pen scanners on the market and at 50g is half the weight. Importantly this means it can be used by a younger generation of English, Spanish or French learners making this learning tool suitable for children (age 6+) and adults. This is the only portable line scanner on the market that is both Mac and PC compatible. There is no software required, just connect the pen up to a computer with a USB cable and it appears as an external hard drive. Other features include a built-in voice recorder with playback.
As well as promoting Independent Reading this pen features:
Hear words & lines of text read aloud
A Collins 10th Edition Dictionary
An Oxford Spanish and French Dictionary
Scan, store & transfer to a PC or Mac (1GB of storage & downloads to a computer like using a USB key - no software required)
Scan direct to the cursor on a computer
A voice recorder
Free future upgrades
Available in a class set of ten pens
Which pen is right for me?
I am learning English** and my mother tongue is:
I am English and learning:
I am a customer looking for the best line scanner capable of scanning in:
I have dyslexia and I am learning:
I have some sight loss* and I am trying to read in:
I need help reading an exam paper in:
I have dyslexia and I am learning:
I have some sight loss* and I am trying to read in:
*Note: If you can use a yellow highlighter pen to highlight text in a book/on paper then you could get some use out of this C-Pen
** Note: If you mother tongue is not listed above, the Dictionary Pen will still help you learn English however it will not translate the word back into your language.
Key Product Features
C-Pen Reader contains a high accuracy OCR that enables you to capture and save quotes and other text of interest instantly. The text is saved in text files which is then easily transferred to your computer. Extremely handy if you are a student or a reseacher or if you just want to save some text of interest. Simply use the pen to scan a word, a paragraph, or why not full pages. It´s easier than you think!
Text to speech
Use C-Pen Reader to read printed text for you! C-Pen Reader features a high quality naturally speaking British English, American English, Spanish or French voices. Use it to listen to pronounciations or to help you read in general. Why not really benefit from the OCR and capture larger amount of text which C-Pen Reader reads for you while you follow the text in the text book visually? More senses = better learning. It´s easier than you think!
Not sure about a word? C-Pen Reader contains high quality electronic dictionaries. Capture the word(s) and they are located in the dictionary for you. It´s an instant experience. C-Pen Reader also remember words that you have looked up and keep the history available for you.
C-PEN READER SPECIFICATIONS
Screen OLED 256*64
Memory - 4GB (OS 1G, User 3G)
Scan Font Size Range 6.5 - 22 pt
Electronic Dictionaries - Collin English 30th Anniversary Dictionary 10th Edition (156,120 words)
Diccionario Oxford Pocket para estudiantes de ingles 4th edition
Oxford Spanish Dictionary 4th edition
Oxford-Hachette French Dictionary 4th edition
Dictionnaire Oxford Poche pour apprendre l’anglais
Certifications CE RoHS FCC
Size Dimensions: 135*33*19mm Weight: 50g
USB - USB 2.0 High speed / Micro USB
Extracted Content - Extracted text saved as a .txt file
File System - FAT\FAT32\NTFS
Menu Languages - English
Aside from everything else C-Pen Reader also features a microphone (and of course speaker and headphones connector) allowing you to record audio. Like voice memos. The audio files are saved in the device, can be retrieved and listened to any time. You can also upload the audio files to your computer. It´s convenient!
C-Pen Reader also double as a USB drive. 1GB user space is available. Most likely enough to store a backup of your documents or other important files. Connect it to a USB port on your MAC, Windows or Linix computer.
C-Pen Reader uses a standard micro USB connector for charging and connecting to computers, and a standard 3.5 mm connector for your favourite headphones.
The C-Pen Reader is small, portable, and light making it easy to carry with you anywhere you like to read.
Products are warranted against defects for 1 year from date of purchase.
We offer schools a free 30 day trial, please send a school purchase order to firstname.lastname@example.org
C610 Exam Reader
UK Case Studies
International Case Studies
3rd Party Reviews
The impact of using a Reader Pen on Year 10 learners in a multicultural urban school.
Research conducted by the Department for Education in 2013, found that 17% of 15 year-olds in England do not have a minimum level of proficiency in literacy. In 2013, just over one in eight secondary school learners also had English as an additional language (EAL) and these learners were in the majority in 117 Birmingham schools (NALDIC, 2013). It has been argued that it takes ten years for a learner to move through the five stages of second language acquisition from no language to fluency (Stats Wales, 2013) ; a high proportion of these learners with EAL have not been in UK schools for this length of time and, although many may be competent in conversational language or Basic Interpersonal Communication Skills (BICS) (Cummins, 2009), and seem therefore fully proficient, they are likely to be challenged by the transition to both receptive and expressive academic language essential for examination success at 16 (e.g. Topping, 2018). These learners are therefore vulnerable and at risk of under-performing in those public examinations so crucial to their future.
Year 2: Continuation of the Study of a 9-year-old child with dyslexic tendencies - the C-Pen ReaderPen for every day classroom-based work
In the early part of 2016 a primary aged student, Hester**, undertook the DST-J (2004) screening due to significant difficulties with reading and spelling. She demonstrated six signs of dyslexia and therefore her school introduced standardised practices to support her disability. Hester’s parents also provided the school with a C-Pen ReaderPen, hoping assistive technology could be incorporated alongside other strategies to support their child.
During the Autumn of 2016 the ReaderPen Study Team became aware of Hester using the ReaderPen and a long-term collaborative study was established, working with the school to gain insight and understanding of the use of assistive technology within the primary classroom setting. (Franklin et al., 2017).
During the first year of study Hester gained confidence through the knowledge and support of her dyslexic confident Year 3 teacher (BC). 84% of teachers have informed the Driver Youth Trust (2014) that while they feel it is important to be trained in how to teach children with dyslexia, they currently lack sufficient training and feel they are failing these children. Hester’s Year 4 teacher (AG), may have felt she did not have enough knowledge of dyslexia; however, she was enthusiastic and willing to use her teaching knowledge and insight to identify Hester’s learning styles, her abilities and use of this information enabled her to set encouraging learning challenges.
This second year’s study focused on the use of the other functions available on the ReaderPen. Hester and her previous teacher (BC), had worked together to build confidence in Hester to reach for the pen when she was unable to read or decode a word; often prompted; creating a habitual behaviour. However, the strategies now required specific guidance as to when and how the pen should be used when accessing written text outside specific reading time. Therefore, the focus was to promote Hester’s independent learning, practicing keeping on task; to enable her to keep up with peers; to use the pen in other lessons; widening the identity of the pen by using it to record ideas and concepts for creative writing; and using it for pronunciation support for spelling tasks. We also wished to promote and support the teacher’s (AG) own desire to further her knowledge of dyslexia.
The research question: How can assistive technology, the C-Pen ReaderPen, diminish the growing evidenced difference between children who have no reading difficulties and children with reading difficulties such as dyslexia?
A SENDCo’s PERSPECTIVE
The following qualifications are required by those wishing to take on the role of SENDCo/SENCO;
to be a qualified teacher and
achieve a recognised award in Special Educational Needs Coordination within three years of their appointment.
Which, in layman terms, indicates a large amount of on the job training. Furthermore, a successful SENDCo requires a great deal of knowledge, understanding and personal qualities to excel in this challenging role, such as:
planning and organising,
adapting to the changing needs of the child, knowledge of the impact the disability/difficulty has on the child to enable them to access education,
effective communication with children, the family and other professionals,
understanding the myriad challenges each child’s disability or need will present throughout their educational journey.
However, before choosing to become a SENDCo, you must first qualify as a teacher, therefore how much training does a teacher receive to support and understand the variety of disabilities and difficulties a student may present with? Research on the confidence which newly qualified teachers felt about their training when working with dyslexia revealed that:
“While a Government survey of newly qualified teachers (NQTs) indicates that training for teachers in how to teach reading has improved slightly in recent years, a third (32%) of NQTs in primary schools still rated their training in teaching children to read as satisfactory or poor.” (Driver Youth Trust, 2016)
The Driver Youth Trust (DYT), is a charity which supports children and young people who struggle with literacy, particularly dyslexia. The DYT wish to challenge and change current policies to improve knowledge around dyslexia and to promote understanding of consequences a child can experience when unable to read; not only with their self-esteem but also their long-term goals, (The Dyslexia Research Trust, 2018).
Whilst newly Qualified Teachers may naturally feel a degree of uncertainty and worry about their skills in literacy education, surprisingly mature and experienced teachers also express concerns when teaching children with reading difficulties.
“8 out of 10 (84%) teachers thought it was very important that teachers are trained in teaching children with dyslexia. They do not want to be sent into classrooms without the skills they need to teach dyslexic children.” (DYT, 2016).
Well-established literacy strategies being used in schools may only suit the needs of a proportion of children. For the remainder of children, an individual approach is required for their specific need to be assessed. A teacher who feels confident teaching children with reading difficulties may explore and consider alternative methods, so the use of identification is a powerful tool in finding the right approach for each child.
As previously indicated, dyslexia is a disability, but one which may not necessarily be apparent compared with a child who has a visual or physical disability. A disabled child requires the right support and tools to enable them to ‘live’ and access their education. A dyslexic child may not require a pair of glasses or a wheelchair to enable them to access everyday living but, equally they have a right to access education. If teachers could have greater awareness and understanding around the wide range of differentiation within dyslexia then a variety of assistive tools could become accepted within education, which should not be considered ‘cheating’, but can enable a dyslexic child to have increased access to learning.
We have been very fortunate to work with a SENDCo who supports these concepts. She wishes to work with the teachers within her school to enable them to feel confident when teaching children with literacy difficulties. Furthermore, the school not only wishes to gain insight in how to improve and increase reading within all lessons, but to think ‘outside the box’, to enable each child to have a toolkit of strategies that will continue to help them in their future beyond school.
Our research hypothesis: Focused use of the ReaderPen and ExamReader alongside Teacher/SENDCo led support and belief in the assistive technology, will help a child to gain improved knowledge, confidence and result in a marked increase of positive attitude towards education leading to the fostering of independent learning skills; which can be used both for education and life outside the school environment.
STUDY – PRISON C – THE PRISONER’S VOICE
Hearing the voices of inmates with little or no reading ability, was an important aspect of the long-term study currently being undertaken within prisons in the East of England. The following enables greater insight as to what is important to the prisoner, who is undertaking their first tentative steps in learning to read. I questioned why reading is important to them and the potential for this skill to open different doors for them, currently 60% of prisoners leave prison with no transferable skills (Coates, 2016) to use in the communities they move into.
My hope is that prisoner voices will be heard, by asking questions such as how can education provide a difference to their lives? What obstacles prevent their regular attendance at education sessions? What resources/strategies could help with their education? What education means to these men, in daily life, wishing to seek and create long-term goals and enhance their life outside prison? The answers to these enquiries’ emphasises the importance of the work that prison educators undertake, with consideration as to the tools they have available to them to support this journey and the potential contrast to the required prison regulations which may interrupt these learning pathways.
Functional skills within Prisons – C-Pen ExamReader and ReaderPen supporting Functional Skills in English, levels 1-3
May I introduce one of the first studies conducted with the educational department within a prison, aimed at gaining insight and understanding of the complexities of the use of assistive technology in a restrictive environment. 3 in 10 prisoners acknowledge they have a learning difficulty and therefore confidence and a less than positive experience of education, may create a block to learning. Encouraging both areas to be explored and encouraged I felt the outcomes of the study would prove to indicate an increase in confidence, independent learning, curiosity and the capacity to explore within the prison classroom, with the right assistive technology readily available to the learner. I am pleased to say my hypothesis was supported, the results are found in the following report.
Study of an 8-year-old child with dyslexic tendencies and the C-Pen Reader for every day classroom based work
Supporting young children with dyslexic tendencies is not only a worry for parents, but also for teachers as cited in an article from Dyslexia Action (2017)2. 74% of those teaching dyslexic children feel dissatisfied with their initial teacher training, questioning whether if it provides them with the skills to identify and teach children with dyslexia. Often dyslexic children are incredibly skilled and intelligent; therefore, it is imperative early identification of dyslexic tendencies are recognised to enable the implementation of the right teaching/learning style for that child (as recommended by educational psychologist Dr. Gavin Reid (2017))7. However, reading problems can occur due to other issues such as medical and learning difficulties. Early identification of dyslexia can prove to be challenging.
When a clear identification has been achieved, teachers require a bag of strategies and knowledge such as access to supportive guides; for example, the Dyslexic Screener (available online)3; awareness and instruction on the use of up- to-date available assistive technology; which in turn will enable them to support the dyslexic child; and confidence to explore the child’s learning styles to help the child reach their full potential. Finally, the teacher will need to understand the individual child’s emotional well-being, Rosie Bissett, (Dyslexia Ireland chief executive cited in Irish Examiner, 2017)8 recently stated “It is crucial that teachers understand dyslexia while at the same time having expectations for the child…”.
There are several research papers relating to assistive technology and students with learning disabilities; livescribe pen, (Harper et al. 2016)4 android software platforms, (Tariq et al. 2016)9 mobile learning (Alghabban et al. 2016)1. However, many of these devices are aimed at the older student. Studies involving primary aged children focus on computer-based training programmes rather than smaller hand-held devices which may encourage independence.
This study evaluated existing dyslexic teaching strategies; sounding out, phonics, learning words from sight, multi-sensory activities and aligning these tried and tested approaches with a device which promotes independent learning; the C-Pen Reader.
A further focus for this study was to gain understanding of how a primary aged child could develop independent skills and habitual behaviours which would support their future educational journey. The dyslexic child requires continual feedback to confirm their success, they require extra time; to enable others to listen to them read; and they need to be motivated.
Extra time to practice reading and sounding out text is of great import to the dyslexic child, followed by confirmation from the adult (who often will have 20-30 other children in the classroom), before continuing with their work. Obviously, this impacts on the dyslexic child’s chance of achieving all the work set in each lesson due to the extra minutes they require to ensure they are confident with their learning. The C-Pen Reader was deemed the perfect device to promote such efficiency, with confirmation coming from the pen rather than an adult.
The research question: “How effective would the early introduction of assistive technology be to the primary aged child, to encourage emotional development, independent learning and lead to positive reading outcomes?”
Mature Students with identified disabilities
Today’s mature student has a myriad of supportive technology at hand but may find it incredibly difficult to identify which technology will provide a best fit for their individualistic needs, after all one size does not fit all.
Liaising with a large city based university in the North of England, we were in a unique position to ask them to compare the C-Pen Reader with three other pieces of technology, Read and Write, Select & Speak and Claro Reader.
Hypothesis: The C-Pen reader would receive favorable comparison in relation to other supportive technology in trials undertaken by mature students with disabilities, due to its portability and variety of features.
English as an Additional Language
In 2013 just over a million pupils in England were identified as those for who English as an Additional Language (EAL) (cited in Strand, Malmberg and Hall, 2015) attended a mainstream educational establishment.
EAL Students historically have been on a par as their First Language English (FLE) peers when undertaking GCSE’s. 58.3% of EAL students achieved 5+ A*-C in comparison to 60.9% FLE students. However, identified strengths have been in maths, as opposed to reading tasks. To date research has suggested the additional funding used to support EAL students has been influential in positive outcomes for this group of students. Current funding, for all students, has been cut; with this in mind it may well be prudent for secondary schools to consider alternate supportive strategies which continue to enable the EAL student to achieve academic success.
The study is one of an initial growth of interest studies in relation to alternative supportive tools. This study will focus on the C-Pen Reader. EAL students were each given a C-Pen Reader for use in the classroom, free periods and home study. The students were encouraged to use the pen for social reading alongside encouraging their parents to make use of the pen; studies such as that conducted by Desforges and Abouchaar (2003) have suggested the importance of parental involvement in a child’s education. STUDY OF ENGLISH AS ADDITIONAL LANGUAGE STUDENTS AND THE SUPPORTIVE USE OF THE C.PEN READER - FEBRUARY 16, 2017 3
As a first research paper on reader pens, this initial study will concentrate on suggestions for future studies alongside the quantitative and qualitative aspects of the research findings.
Hypothesis: Use of the C-Pen Reader by EAL students will support them to gain understanding of any written text provided in lessons and enhance positivity of emotional well-being; namely confidence and attitude to learning.
Request a Trial
Free 30 day trials are available for schools, colleges and universities in the UK, Ireland, Australia, New Zealand, Canada and the USA. Districts in the USA and Canada may also apply. COBIS and BSME affiliated schools located outside of these countries may too apply. Everybody else should order from here and may return within 30 days if they find the product unsuitable.