UK Case Studies

International Case Studies



The reading pen was very effective when working with an apprentice with severe reading challenges. The pen helped the apprentice access reading materials without the often-lengthy training process required of other technologies as the apprentice had little time for training.
— - Toby Marritt - Accessibility Counsellor, Mohawk College, Canada
The students are able to use the device independently. Many of our students are using them for reading for example math word problems on a worksheet or anything on a worksheet. Previously, the teachers would have to spend precious time scanning and emailing worksheets and other documents. With the use of the C-Pen students can access the worksheets on the fly without teacher preparation.
Students who are reading below grade level are using the C-Pens during center time to read preferred leisure books that are age appropriate and look “normal” whereas before the C-Pen Reader these students were pretending to read and just looking at the pictures. These students did not want peers to think that they could not read what everyone else was capable of. Now they are actually learning content, and hearing the words spoken increases their reading skills.
A middle school student is using the C-Pen to read his textbook during in class reading time. Before he relied on a teacher assistant to read to him, was distractible, and embarrassed. Now, using the C-Pen, he reads independently, is more confident, and actively participates in discussions.
— MHS OTR/L Assistive Technology Specialist, Bayless, Webster Groves, Valley Park, and Mehlville School District, Missouri
Student - “Helps me stay in class”

Teacher – “this student was having to leave General Education class to have reading assignments read to him. Whenever the students had to read, even a paragraph, he would leave and come to his self-contained classroom for help. The pen made it so that he could follow along in the class and stay with his peers.”

Teacher - “this scanning pen has saved me valuable time. I no longer have to track down the auditory text book or modify the assignment to meet the students independent reading level. My students can stay in their classes and more importantly, they are not falling behind waiting for me to make time to go over the reading. We can no spend time understanding what was read.”

Teacher - “One of my students took the pen to his HS Natural Resources class. They were reading from a magazine. He sat in a normal desk and used the pen to listen to the article. When it came time to answer questions, he knew what the article was about. I want to highlight this because he had never been able to answer a question about an article. Usually, an aide would call him to the back of the room and read him the article. When he was helped with reading, he was ashamed that he couldn’t read, and everyone knew. Even though we thought he was getting the information from the aide, his embarrassment kept him from learning. The pen gave him independence and boosted his confidence. Now, he can do it himself and knows the answer.”

Teacher – “Kids that were mortified when an aide would offer to help them in a mainstream class are now willing to try because they can blend in.”

Teacher – “My students are much more independent and willing to use the scanning pen. It’s not embarrassing for them to take out the pen. Kids that were not able to go to classes because their anxiety was debilitating when they were sent to another reading alternative, can now be successfully mainstreamed.”

Students - “It tells you the word you don’t know how to read” ”Makes you smarter”
— California County Office of Education Teachers & Students
I ordered the pen for a student in the Practical Nurse program. She really liked the fact that the pen was able to accurately pronounce most of the medical terms as well as prefixes and suffixes.
— Jody Beresford, Learning Strategist Student Development, New Brunswick Community College
I have a couple students who come to use the pen regularly and it has made a difference for them. They are my English Language Learners - who have strong oral skills but not strong reading skills. It has been particularly helpful in math - where there is a lot of language content and once they understand the question they can do the activity
— Natalie Walker, Thorn Lodge Public School
It is not unusual to spot a student using text to speech software on their computer at our school. But, some content is difficult to present to students in a digital format. Scanning textbooks, worksheets and novel studies is time consuming and not always feasible, not to mention that the formatting is not always kept intact. Using the C- Pen at our school has given students greater independence and frees up Educational Assistant’s time for other students. While showing the C-Pen to one of my students to use for a math test she responded with “That’s amazing”.
— Cathi Graveline, Assistive Technology Specialist Foothills Academy, Calgary AB
At a recent re-evaluation meeting for assistive technology, the student’s opinion was documented as he’d just completed a 5-week trial of the C-Pen Reader. The student responded, “I think the C-pen is working out great!” He continued, “It holds its charge and it helps me read longer books and figure out words I don’t know. It also helps me understand books much better than just reading them in my head.” As his SPED teacher, I see the positive attitude facilitated through the use of the C-pen as being key to improving reading attitudes, reading skills and independence.
— 5th Grade SPED Student & Special Education Teacher Indian Creek Middle School, Illinois
“I can see an improvement in the student’s confidence.” “We see the benefit of using it.” ” They are able to access their curriculum better and this improves their confidence.” “It has definitely helped me free myself up so that I can work with more students at once. The ease of use with the pen allows for more students to be autonomous. It was great.”
— Education Specialists, California Charter School
They were performing remarkably below grade level expectations at the beginning of the year and received specific dyslexia interventions and then used the pens in their general education setting for individual assessments and they both passed their reading STARRS exam. We all had a huge party.
— Special Education Coordinator, Middle School, Texas School District
The two young ladies I trained I did so together and they said that they were so used to using mobile phones they found the pen like using a simple app. They both felt they could easily set up the pen after being shown just three times and then proceeded to do so. They were level 6 students I believe so next year will be HNC. They were both keen to use it in exams over Texthelp and given the courses they are on are generally paper based I am thinking it will be easier for the lecturers too. They mentioned feeling conscious of being somewhere else or using a laptop when everyone was writing so felt this was far more discreet as well.
It was pure coincidence they both asked to come at the same time so I just went with it, they agreed and bounced of each other talking about why and how they would use it and what it would help them with so it was quite nice.
— Michele Macleod, Fife College, Scotland
The use of Assistive Technology throughout college is increasing already there are success stories to tell you about. Here are just two as examples;
A mature part-time site carpentry student was experiencing great difficulties with his theory work. His tutor and I introduced him to using a reader pen to aid his comprehension of text. What followed was a remarkable increase in his self- confidence, attitude to work and increased independence. He had previously had failures on end tests, but since using the reader pen, he has now passed all of his end tests. He is currently saving up to buy his own reader pen as he uses one regularly in class and would like to use it onsite to read Site Specifications.
Another student in Employability was experiencing difficulties with tracking his reading, whilst he was using Internet resources. However, after using Assistive Technology to highlight his position on the page he was able to avoid the frustration of losing his place.
Emerging technologies always make Assistive Technology exciting as you never know what new developments are around the corner. I would like to thank the staff who have co-operated with me to date, and I welcome requests from anyone who would like further training.
— Lesley Urquhart, Assistive Technologist, Shrewsbury College
During our school trial, a student provided his feedback. He loves it (pen) so much he has continued to use it. He found it very easy to use and loves that it helps him with unfamiliar words that he hasn’t learned yet. He likes how he can use
— District Dyslexia Director, North Texas School District
Harley has been using one of your reading pens. He said: It has helped me a lot and meant that I can be more independent, I can do tests faster, I am getting higher marks and it makes me feel better about myself. I would definitely recommend that other children who struggle to read have one, as it makes you feel so much more confident.
— Christobel Cousins, Headteacher, Lilleshall Primary School
I work with cognitively impaired high school aged students. Many of my students have difficulties with reading and comprehension. The reading pen has been empowering for my students who struggle to read. My students look forward to reading now. It is not just with the reading curriculum. I teach life skills so it is being used across curriculums. I am so happy that I had the opportunity to meet you at the conference and to have had the opportunity to use such a great tool in my classroom. I like it so much that I am putting in a request to purchase a class set. Thanks again for all of your support and for representing such a good product.
— Doug Herron, Alaska Anchorage Public Schools
Our students love the C-Pen and our teachers are seeing improvement in reading!
— Dyslexia District Director, South Texas School District
Our students use the Reader Pen to allow them to read independently at an age appropriate level and to check word meaning in the internal dictionary. The pens helped them to gain confidence, independence and fluency.
— Antonia Canaris, Director, Neurosensory, NSW
Thank you for allowing Carver Middle High School to trial the C-Pen. The pens have been used in the Language Based Program. The program provides services to students in grades 6 through 8 with severe reading disabilities. The pens have been instrumental in promoting independence in the inclusion classroom. The students are able to use the pens during class to read unknown words, to take tests, and quizzes in the classroom in place of being pulled to an alternative setting, and they have used the pens to read books, and articles that would have been read to them. The students are excited about using the pens. The pens are small, and not noticed by other students. When asked if they like the pens students responded, “they help me read words I don’t know”, “they are cool”, and “they are easy to use”. As a teacher of students with reading disabilities, I think the pens are a “must have” in the classroom. The pens are easily accessible, and the students enjoy using them. The pens enable students to learn beside their peers, and access the curriculum independently.
— Katie Laliberte, Carver Middle High School, Language Based Program
I have used the reading pen for one of my students who has limited reading skills. We used the pen last year as a trial and then our district bought some this year. He is currently in fourth grade. The student we have used it with is in an inclusion classroom with the support of a paraprofessional. She helps him read the grade level material and provides support in all curriculum areas. The reader pen takes a little getting used to, however, once you have the angle right it is very helpful. The pen has helped him to be more independent on worksheets and helps him feel more a part of the class. He is able to do the work the other students are doing without needing the paraprofessional to read it to him. Using the pen has given him the boost of confidence that “I can do this”. When we asked him what he thought of the pen he said, “I like it, I can read my books now!”
— Deb P. Special Education Teacher
I love the C-Pen reader. It makes reading so much easier for the struggling reader. It’s also wonderful for those students who benefit from having auditory input along with the visual input while reading. Plus, it helps when they don’t know a word. It’s a fantastic device and we’re extremely grateful to you for showing this to us.
— R. Richards, So. California Tri-Counties Branch IDA
Awesome technology is what our 11 year old said about your pen. Thank you so much for making written content accessible to our son. We are so grateful to you.
— From a parent via email.
“I hate to have to have the teachers come and re-read the directions to assignments, so I just sit there. I tried this once and I actually found a dictionary in there that helped me understand a word that I didn’t know.”
— Tony, 8th grade boy, English Language Learner
“Sometimes my teachers forget to enlarge the reading articles that they hand out, so I have used it to read the small print that I can’t see very well. It has been pretty cool. I don’t have to wait for someone to make me another copy.”
— Caden - 9th grade boy - Vision disability
“I used to have to wait for my teacher to read to me, and now, I go to the reader station and I can do it myself. I am not missing class as long as I used to.”
— Carol, 7th grade girl - reading disability
@scanningpens 10 months ago we bought our nearly 12 yr old #dyslexic daughter a c-pen. Her reading age was 4.9 yrs. It is now over 9!!!! she is now 12 and made her teachers cry when for the first time ever she was able to answer questions in class because she could “read” the sheets handed out! She read outloud on camera recently and is totally flying in year 8. She also has the highest number of housepoints in her year group. (1st out of 240) , all because we bought that c -pen. Its been life changing! We dont live too far from seend and she always shouts thank you for changing my life when we drive by.
— Lou ‏@sausagerisotto on Twitter

C-Pens are amazing! In the world of AT, this is a tool everyone needs. Within minutes’ students and teachers are using the pens to read worksheets, vocabulary words, bus schedules and even cake mix boxes. My students love the fact that the pen is small and doesn’t make them look different. Thanks for making such as great tool.
— K. White, Assistive Technology Specialist, Wisconsin USA - June 2016
The C-Pen has been a fabulous help. I recently was diagnosed with dyslexia and I am entering graduate school this fall and I know the C-Pen will come in very handy. I believe the C-Pen is a quality product. I spent a few months researching the different products on the market and it was the camera scanner that sold me. Thank you C-Pen, I know that I will be able to take on my future school readings with confidence.
— Martín C. Muñoz, Utah – June 2016

We are extremely pleased with the C-Pen Reader. Our seven year old daughter is dyslexic and this C-Pen reader was absolutely one of the best purchases we ever made for her. She didn’t like to read simply because at times it became very difficult and overwhelming for her to even complete a sentence or a paragraph. She has been using the c-pen reader for several months at home and in school. The c-pen gives her the ability to read on her own without having to ask for help constantly. In fact, she is using it less and only when she truly needs it to get through times when she’s struggling. The C-Pen has given her great confidence and independence to help her grow! We were concerned at first all she would do is scan everything, but that simply wasn’t the case at all. We noticed when she did need to scan lines she not only would listen to the words but would follow the words being pronounced on the screen. This was amazing for us because we realized it wasn’t just a reader... it was teaching her the ability to recognize words too! The reader is amazingly fast and the battery life is excellent lasting days. We can’t thank you enough for this powerful tool. It’s made a huge impact in her confidence, and really creates a better reading environment for her. Her reading assist specialist can’t believe how amazing the C-Pen works and the confidence it has produced for our daughter.
— Dave Lloyd, Delaware – June 2016
As the demand for exam access arrangements increases we have had to look for alternative methods that are both cost effective and pupil friendly. A laptop is not an ideal solution, and a scribe plus a chaperone expensive. Over the last three months we have trialled C-Pen ExamReader.

Our chosen pupils will require a variety of arrangements including readers. The trial has altered our thoughts on access arrangements for such pupils. The C-Pen has been a great success for both us and the pupils. We have now taken delivery of more C-Pens and The pupils will have their own C-Pen and use them not only in the Summer’s public exams but also in the classroom from now on.

We have also purchased The C-Pen ReaderPen for our reluctant readers in the lower school. We are now trialling them for two months.
— Bill Dewberry, Chingford Foundation School
Everything arrived yesterday afternoon and I have to be honest I tried it yesterday evening and was very impressed with it.

As a practising dyslexic I approach products like this with a very open mind with a view to hopefully being impressed. In this particular case I wasn’t disappointed.
— Edward
In my opinion it is ergonomic, helpful for my six, seven and nine year old to scan words quickly so the reading process is not slowed down by them having to stumble upon words and ask for help.
This is what I wanted, so I am happy with the pen.
— Caroline, a parent from Wiltshire

3rd Party Reviews