The Long-Term Primary Case Study 2017 to 2020
This piece of long-term research explores the adoption of Scanning Pen technology at a small-town primary school and follows the progress of the first Reader Pen user, Hester** through her primary school from Year 2 to Year 6. This is a long-term study, that has developed over a period of four years, we are able to see the school's wider adoption and implementation of the ReaderPen to support a wider range of learners.
The progress of this journey and confidence of the school in using ReaderPens has led up to ‘The Big Study’. This is a school that started with a single pen and single child and has scaled up to explore the potential of every student in Year 3 and Year 4 being introduced to The ReaderPen as a learning tool that can be used to support their learning as required.
The Long-Term Primary Case Study Part 1 (Hester’s Story Part 1)
Hester is introduced to a ReaderPen in Year 3 at the age of 8
Many children in the UK do not receive formal diagnosis of dyslexia. Hester has taken a dyslexia screener that has confirmed that she has many dyslexia indicators. This study looks at early dyslexic recognition at primary level and the introduction of supportive technology to promote independent learning and confidence.
Hester and her class teacher talk about the strategies that she has been using in class and ways that the ReaderPen has been integrated into her classroom learning practice. We find out about how Hester’s reading independence is improving and the range of learning tools and strategies that she uses for different tasks.
The Long-Term Case Study Part 2 (Hester’s Story Part 2)
Hester is now in Year 4 and Age 9
We return to the primary school to find out what functions of the ReaderPen are being used and what progress has been made. Hester talks about being a peer mentor for another student in her class who has recently started to use a ReaderPen. She describes her significant learning progress in reading and also the helpful functions that she uses in her every-day learning. Her teacher describes her improved learning and reading confidence and the strategies that they have been using together in class. The school’s Head teacher shares his thoughts on early identification of dyslexia, providing tools that support learning independence and the success of the long-term study.
The Long-Term Case Study Part 3 (Feedback from Hester’s Class Teacher and SENCo)
A core group of children who are not independent readers are supported with ReaderPen
Hester’s SENCo talks about wider implementation of ReaderPen strategies in her school and the benefits that she has seen for Hester’s peers for learning improvement, self-confidence and learning independence. Following the initial success of the pilot study, ReaderPen and ExamReader are trailed more widely with KS2 learners. A ReaderPen is allocated for classroom use as part of inclusive classroom strategy with a core group of SpLD learners. As the curriculum shifts toward greater academic learning at KS2, the ReaderPen becomes the normal way of working for these learners. The SENCo describes the benefits of using this support tool for her students and how, over time a number of children choose to use ReaderPen as their normal way of working. The provision of an ExamReader for the SAT’s examinations is discussed and evaluated as a cost saving strategy in addition to supporting the learner’s independence and enhancing the potential examination success.
The Long-Term Case Study Part 4 (Dyslexic students and the SENCo)
More of Hester’s Peers share feedback about using the ReaderPen and the SENCo shares how she identified students who would benefit from this support strategy
Hester’s SENCo talks about how wider implementation took place in the school and the support that she gave her teachers to enable them to achieve the best supporting practice with the ReaderPen. The learners describe the positive classroom strategies that helped them in their reading and also ways that they have been the using ReaderPen in class and the support they have needed to make best use of the ReaderPen. Looking ahead to the student’s transition, the SENCo discusses ways that teaching team are planning transition support pathways for the learners by providing ExamReader for the SAT’s ahead. She discusses the concepts and strategies that she used to encourage the learners to overcome issues of stigma and lack of confidence around reading.