“The C-Pen Reader 2 is a novel pedagogical instrument, when it was presented to the group of students, they were amazed, one of the coordinators connected it to speakers and it was striking.”
Peggy, Teacher at Cincinnati Public Schools
“Silent Reading Time just got a whole lot better! Allie connected her headphones and listened to the whole book (from Unique Learning) during silent reading yesterday. Manny is most interested in the scan to text feature. I'm looking forward to seeing what he can do with it. Hakeem took his pen to a kindergarten teacher to show off the features. We are so grateful for these little scanners. We will be using them every day.”
Peggy, Teacher at Cincinnati Public Schools
“Trent is loving the C-Pen Reader 2! He's using it regularly for his homework now. I love the confidence it gives him when he's tackling grade level text. Thank you again!”
Brandi - Parent and Regional Director of Special Education, Kentucky
“I have just begun to use the C-Pen Reader 2 with a variety of students and with great positive responses. I was concerned that such a small screen would create additional problems, but just the opposite! I’m finding that students are learning to navigate the use of the many features on the pen quickly and easily, and they appear to prefer a smaller tool. Because the C-Pen Reader 2 is so small, it also does not interfere in peer-to-peer social interactions. When my students would use a tablet during small group collaborative activities there was always a larger screen or distracting item between them that was ‘different’ from what the others were using. With the C-Pen Reader 2, this ‘difference’ is eliminated and the collaborative work is improved. I can’t wait to find other ways to use the various features of this pen. So. Many. Uses!”
Speech Language Pathologist
“I thought this would be hard to use and just one more thing I had to learn but I actually might be able to use this in college. It's easy to carry and when I have papers and books spread out on my desk, it's nice to have smaller technology that doesn’t need a lot of space.”
Mina, 17 year old student
“My teacher keeps finding new things with the pen I can use to make school easier.”
Abby, 9 year old student
“It makes me feel what it's like to use a tiny iPad that nobody else has and all my friends want.”
Isaac, 10 year old student
“This student struggled with learning to read but by reading a lot of digital text with text to speech and word by word highlighting, he was able to begin reading at grade level. However, he struggled transitioning to reading traditional/paper books. After receiving the C-Pen Reader 2 he has now bridged that gap and is now happily reading traditional (paper) books that are just above his reading level because he can use if for the words he doesn't know. He finds it easy to use, accurate, and discreet.“
Virginia Regional Education Program AT Facilitator
“When addressing the feature match for assistive technology in the area of reading for a student who demonstrated a complex profile and diagnosed with dyslexia. His profile resulted in difficulties with fluent word recognition, reading comprehension and subsequently decreased exposure to academic grade level vocabulary. Several strategies/assistive technology tools were trialled to support his identified areas of needs/features. During trials with the C-Pen Reader 2, he quickly utilized it to support his reading and vocabulary needs. Following direct trials with the C-Pen Reader 2, he was able to demonstrate his ability to recall the specific words he had scanned. He independently read the word and stated the meaning. The student stated that he felt scanning the word, and hearing it helped him recall the word (multimodality input). He shared that he was very excited that he could read by himself!”
Specialist in Assistive Technology & Augmentative alternative communication California Department of Education
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 textbook 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 cannot 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 – “My students are much more independent and willing to use the C-Pen Reader 2. 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.”
Student – “It tells you the word you don’t know how to read”
Student – ”Makes you smarter”
California Department of Education -Diagnostic Center, Central CA, Speech Language Pathologist, and Specialist in Assistive Technology/Augmentative Alternative Communication
“With the help of the C-Pen Reader 2, my students can now go to the library and choose a book of interest that they truly enjoy reading. This has broadened their interest levels, vocabulary and exposure to fiction and nonfiction books. Before the C-Pen Reader 2 my students were limited to books at lower Lexile and independent reading levels. For this reason, many of them were bored by the content or frustrated by the sheer act of reading. Through generous grants and donations, we were able to purchase a set of reading pens and now my students can experience what so many of us take for granted each day, the ease of reading words fluently and effortlessly.”
Mississippi School District Dyslexia Therapist/Certified Academic Language Therapist
“With the use of the C-Pen Reader 2 students can access the worksheets on the fly without teacher preparation. Students who are reading below grade level are using the C-Pen Reader 2 during center time to read preferred leisure books that are age appropriate and look “normal” whereas before the C-Pen Reader 2 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 Reader 2 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 Reader 2 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
“I have a pilot study of two individuals with dyslexia that used the pen this school year 2016 –2017. 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, Texas School District
During our school trial, a student provided his feedback. He loves it (C-Pen Reader 2) 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 headphones.
District Dyslexia Director, North Texas School District.
Our students love the C-Pen Reader 2, and our teachers are seeing improvement in reading!”
Dyslexia District Director, South Texas School District
“I love the C-Pen Reader 2. 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 - Southern California Tri-Counties Branch ID
“It was a wonderful way for us to introduce students to something that was different and something that they could pull out when they did not have their computers with them. It makes such a difference to know that companies like Scanning Pens are supporting change, making reading an accessible thing for everyone.”
Jane Cooper –President of International Dyslexia Association-Oregon Branch
“The idea was awesome, being able to have something portable that you can carry with you, and it can read whenever you couldn’t”
Debra Fitzgibbons - Oregon Tech Access Program Coordinator
“The children are able to take a lot of the textbook material and bridge it directly to their Google Docs, it empowers them to do the work they really want to”
Sandy Nemer – Teacher
“You’re a child with dyslexia, your just as engaged and interested in learning as the other kids, but with dyslexia sometimes it can trap it a little bit. The C-Pen Reader 2 just allowed him to get through those texts without struggling and be a part of the class discussions."
Wendy - Parent
"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 Specialist, California Charter School
"When servicing students with processing deficits, The C-Pen Reader 2 made it possible for my students to listen and read independently many of the vocabulary words presented in the text.The joy of being able to use such a pen motivated many to want to read!"
California Elementary RSP Teacher
"We are very happy to be able to offer our students the C-Pen Reader 2. We have found much success with the devices helping our students to access text, which has impacted every other area of their academic development. The C-Pen Reader 2 have been a helpful tool for a wide range of users, from those with reading and learning difficulties (particularly dyslexia) to general education students. Our students who have received the C-Pen Reader 2 are feeling better about reading which is translating into better academic outcomes."
Director of Special Services / 504 Coordinator, Jefferson County School District, Mississippi
"I have been working with three students one-on-one all year. Each one is significantly below grade level in reading, writing and spelling – two have been identified with severe dyslexia. Once I introduced the C-Pen Reader 2 to each student, they were thrilled to have the independence to read text placed in front of him. One of the students, a 6th grader reading at approximately a 2nd grade level with behavioural issues, said, “I need this pen! I have a Boy Scout book I have to read, and I want to take this home”. He was so excited to show his parents and be able to read the required Boy Scout manual by himself, thanks to the assistance of the C-Pen Reader 2."
Northern California District Education Specialist
"I brought a C-Pen Reader 2 out to a school and introduced it to the teacher librarian and a couple of other teachers. They trailed it with a student, and he loved it! They’re planning on getting more for the school library media centre. I’m looking forward to bringing out the C-Pen Reader 2 and sharing that resource with more teams in the fall."
Portland Public Schools AT Specialist
"I love the C-Pen Reader 2. 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
"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. 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
“We have had real great success with one student already. I had a call from his ESE Teacher, and she said he is so motivated to work now that the parent was wanting to figure out why? It made my day.”
“As a speech pathologist in private practice, I have found the C-Pen Reader 2to be an incredibly useful tool for struggling readers across the age span. Whether the reading challenges are developmental or acquired I have seen clients gain skills and confidence through having the C-Pen Reader 2 as an assistive technology support. As with all forms of new technology, there is an initial learning curve. However, most of my clients have been able to master the motor skills needed to use the Pen successfully. The difficult word could be ''sat", "satellite" or "satisfactorily" but the C-Pen Reader 2 will pronounce it correctly, often allowing the individual to glean the meaning and move forward with the passage. The option to use earbuds in classrooms settings is very useful for independent use and having dictionary definitions at your fingers tips aids learners in all settings. Additionally, there is excellent support offered on the website, that includes videos, training materials, and grade level resources appropriate for a new user or educator whether you are a teacher, a classroom aide, or related service provider. If you have not tried a C-Pen Reader 2, this is definitely the one that is best suited to meet the needs of individuals with reading challenges regardless of diagnosis or age.”
Elizabeth Begley, M.A. CCC-SLP
“During the intervention the student had difficulty with vocabulary, knowing or writing new words, but with the support of the reading pencil she learned to build a vocabulary with the words recognized and understood.”
Inclusion Support Unit, Chambo-Riobamba, Ecuador
“Thank you for this C-Pen Reader 2. My academic understanding has improved, as well as my mood in Spanish classes. I don't cry for taking dictation at my teacher's speed. I can finish the work I start; I feel confident and fearless.”
5th Grade Student, Cartagena, Colombia
“The student had difficulty in reading comprehension, now she has expanded her understanding of a text by identifying the meaning of the word. Now a more sequential reading is evidenced and considering the whole text.”
UE Juan de Velasco, Riobamba, Ecuador
“The C-Pen Reader 2 has positioned itself in the school as a technological and innovative resource that allowed the development of complementary educational intervention. This tool allowed us to support aspects related to; Reading in voice that facilitate phonological comprehension, voice recording and articulation exercises with the purpose of promoting verbal fluency.”
Lic. Darwin Candro-Education and Diversity Specialist. IE Arroyo Grande, Cartagena, Colombia
“The C-Pen Reader 2 tool can help in the learning process.For my students it serves as a type of kinesthetic didactic element that they can manipulate and learn, I think they can improve their reading and writing processes.”
Lic. Hadyth Pérez - Support teacher, IE Arroyo de Piedra, Cartagena, Colombia