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SPUK|Resources|Education|Secondary|Case Studies|Queen Elizabeth's School
SPUK|Resources|Education|Secondary|Case Studies|Queen Elizabeth's School
Deborah Lynch Advisory Teacher for Devon County SpLD (dyslexia) Service
Your school name: QE School
Describe your school (type, age, location, demographic etc) We cover Primary, Secondary, Private/Independent, Special
Did you trial the ExamReader initially, if so, what “review process” did you follow and what conclusions did you draw? It is excellent.
What do you most like about the ExamReader? It actually reads words off the page now.
Please describe how you are using the ExamReader? Three pupils are using the pens intermittently, demonstrating to Primary, Secondary etc schools (see above) across Devon. Showing SENCOs at our termly meetings.
Please describe how the use of the ExamReader has affected your students (performance, confidence, independence etc)? My student has borderline score for reading - 86ss - wanted to encourage his independence and the pen has done this.
How likely are you to recommend the ExamReader to others? We always recommend it, all the time across Devon - above all other exam pens, which really don't ever get a look in.
Any other comments you would like to add? The Devon SpLD (Dyslexia) Service currently has three C-PENS and we find them invaluable. A part of our role is to train SENDCos, Teachers and Teaching Assistants in all Educational settings across Devon. One of our pens is regularly demonstrated during training sessions on Assistive Technology, Reading Interventions and ’Dyslexia friendly Classrooms' courses. The course attendees are often both surprised and impressed by the pen's accuracy and user-friendliness. The other two pens are currently being used by two students within the Support Centre. One is now in Year 12. He used the pen, with great efficacy, to support him during his GCSE examinations last July. His Standardised Score in Year 10 Reading Tests was just above the cut-off for a reader, but with the pen, he was able to tackle his exams confidently, knowing that if he could not read specific words in the questions or other printed materials, he did not need to worry as his pen would read for him. He has continued to use his pen, very successfully, during classwork and homework, for his A Level courses. The other pen is being used by a Year 11 student whose reading is a little stronger, but who can become very anxious when confronted by text containing technical vocabulary. The pen offers him reassurance that he will be able to manage the reading independently, without having to ask for help.
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