Independent reading : how can a reading pen support self-regulated learning?

Published on
October 14th, 2024

Independent reading is the end goal of most intervention strategies.

It makes sense: when learners reach a point where they’re able to tackle the words on the page without the support of another human being, that’s the moment that they unlock reading freedom. From then on, from grade-level reading materials to bus timetables and takeout menus, the world of words is all on offer, using the skills, the confidence, and technologies that have supported that reader along the way.

It’s usually a long process, and it rarely happens linearly— independent reading and independent learning develop like any other cognitive skills, in a curve between hard work and the right guidance, in a process of many small milestones. There’s no quick fix and there are often false starts and difficult corners to turn along the way.

However, the importance of developing the independence to read and learn goes beyond classroom intervention goals for several educational theorists. Independence has been a point of focus for researchers interested in ideas of metacognition in education for over three decades— and through the cultivation of self-regulated learning, it’s being hailed as the best way to support learners of all ability levels in developing independent reading skills and learning confidence in a more timely and comfortable manner.

…But first, let’s clarify some of that terminology.

⮑Metacognition, or thinking about thinking

Metacognition essentially means being aware of your own thought processes and having the ability to reflect on why you think the way you do.

We can largely divide metacognition into metacognitive knowledge (what you know about your own thinking, knowledge of your strengths and weaknesses, and what learning strategies work for you) and metacognitive regulation (the ability to control and adjust your thinking processes, like planning how to approach a task, monitoring your progress, and evaluating how effective those frameworks were). For example, if you’re cramming a textbook for an exam and suddenly sit back and realize you’re not retaining information at all, you might decide to switch up your study method, like swapping to a video on the topic or talking it over with a classmate. This decision-making process is a form of metacognition.

Evidence suggests that ‘metacognitive strategies’— which get pupils to think about their own learning— can be worth the equivalent of an additional 7+ months of learning progress when they’re applied in the right way.

⮑Self-regulated learning puts learners in the driving seat

Self-regulated learning (SRL) has been a topic of conversation for educators since the mid-1980s, and it focuses on how students become masters of their own learning processes. Applied as an educational approach, it sees learners take control of their own personal learning processes. This involves goal-setting, monitoring progress, planning, and reflecting on efficiency and outcomes. It’s not to be confused with overall ability or an academic performance skill, as it’s more to do with how learning happens than how much is learned. It’s often broken down into three components:

🧠 Metacognition: thinking about how you think and learn.

🧠 Strategic action: using specific strategies to achieve learning goals, i.e. time management, seeking support, and organizing materials.

🧠 Motivation: maintaining the drive to learn, which includes setting personal goals and challenges, and cultivating the determination to stay engaged.

Self-regulated learning techniques can equip students with the confidence and the skills to manage their own learning, such as measuring progress, setting goals, and being adaptable to challenges or setbacks. It’s a very handy skill set to have, and it can really boost learning potential, skill acquisition, and learner confidence. What it doesn’t mean is having no educator support or learning entirely in isolation— it just means learners have the ability and motivation to pull in the same direction as their teachers, rather than following in their wake.

SRL has not traditionally formed part of teaching education, and it’s still relatively rare to see these strategies employed in the classroom— although that is set to change over the next few semesters, as teachers in the US are beginning to get on board with SRL in a big way, and utilize it more to combat some of the deficits that pandemic learning might have left behind.

Independent reading and self-regulated learning

However, it’s difficult to be an effective self-regulated learner without independent reading skills. A cursory glance at the definition shows us that the skills inherent in self-regulated learning are incredibly well-placed to enhance student reading and give learners a boost on their literacy journey. The relationships are symbiotic, and self-regulation is an important part of independent reading and therefore is a part— whether named as such or not— of any intervention strategy.

Effectively employing the ability to measure progress, set goals, and stay motivated leads to the development of more autonomous and effective readers, who are capable of tackling texts with greater confidence and skill. They’re also able to let interest lead the way: when you’re not waiting for the next instruction and you know your skill level intimately, you’re confident in choosing reading materials yourself, meaning that independent reading for pleasure is completely on the table— and that’s a hugely important step on the road to reading freedom.

But what about learners who don’t traditionally have high reading engagement, who might struggle with the confidence to take those first steps on the journey to becoming a self-regulated learner?

Self-regulated learning and students with reading needs

We know that the potential impact of using metacognitive strategies is high, especially when applied to disadvantaged pupils. But what about other learner demographics who historically might have struggled to keep pace with their peers in terms of independent reading skills, such as those with a specific learning disability, or those who come to English from other home language backgrounds?

Self-regulated learning comes with challenges, which can be felt even more keenly by learners who have additional literacy or language needs:

🧠 Students may struggle to implement self-regulation strategies in a long-term way or complete way, especially if they have focus issues such as we’d see in a learner with ADHD. This can lead to inefficient learning practices.

🧠 They may struggle with independent reading motivation, due to past experiences where a lot of input effort did not translate to a high grade or a successful project. Without an external guiding hand, some might struggle to stay engaged.

🧠Time management plays a part too: learners with ADHD and dyslexia can often find that keeping track of time related to a task is something they struggle with, and self-regulated scenarios can be more likely to induce procrastination and rushed work.

🧠 Overwhelm is also to be considered. Especially if learning confidence is low and learners are used to being guided through reading in a more fundamental manner (i.e. if they often learn outside of the classroom, in a smaller group), the freedom to choose can result in panic and low confidence, scattered independent reading efforts.

🧠 And finally, a learner’s capacity for self-regulated learning isn’t always consistent: it might vary across subject areas, times of day, levels of interest, and the peer groups they’re surrounded with.

…But that doesn’t mean for a moment that a learner with dyslexia or an English Language Learner is never going to become accomplished at independent reading, and a confident self-regulated learner. We may have to be a little more clever with how we support those strategies, add more early guidance, and do more to guide students emotionally and in terms of their reading confidence, but it’s entirely possible. And devices like reading pens are incredibly well-placed to step in and lead the charge…

So how does a reading pen unlock the benefits of self-regulated learning?

Reading pens like C-Pen Reader 2 are a vital tool in supporting learners toward a more consistent and successful approach to self-regulated learning, and all the benefits of independent reading. Used as a cornerstone of an intervention strategy, they can support learners in cultivating self-belief and problem-solving strategies that open the door to the ability to tackle things independently.

We asked our education expert, Scanning Pens US’ Head of Education Madeline Jones, to explain just how it is that text-to-speech reading tools like Reader 2 support the development of self-regulated learning and can take the stress out of applying these strategies for learners, for a more confident and independent reading future!

⭐ Text-to-speech functionality!

The C-Pen Reader 2 can scan printed text and read it aloud in a clear, synthesized voice. This feature is invaluable for learners who benefit from auditory processing support or need assistance with reading comprehension. Users can listen to the text as many times as needed, allowing them to grasp difficult passages independently, and review reading materials at their own pace. It’s self-regulation, but in easy mode!

⭐ It’s portable and convenient.

C-Pen Reader 2’s compact size makes it easy to carry around, enabling users to use it wherever they are. This portability encourages continuous learning beyond the confines of a classroom or library, promoting a flexible and personalized approach to studying.

⭐ It helps with reading difficulties.

For individuals with reading challenges, Reader 2 offers a practical solution. By providing instant pronunciation of words and sentences, it supports users in independently attempting tests that might otherwise feel daunting, be time-consuming, or undermine their confidence. And when we create a record of problem-solving success, it means that learners feel more confident and less overwhelmed going ahead and tackling new things!

⭐ A reading pen promotes active engagement…

It’s all about enhancing focus. Rather than passively consuming information, reading pen users actively interact with tests in the act of scanning and listening— which supports learners with attention loss issues as well as reading needs, too. This engagement fosters deeper comprehension and better retention of information, which are core tenets of an effective self-regulated learning strategy.

⭐ And it’s also versatile to use.

Beyond textbooks and printed materials, reading pens like the C-Pen Reader 2 can be used for reading signs, labels, or any printed content encountered in daily life. It’s easy to travel with, and discreet to use. This versatility enhances its utility, but also makes it a vital tool for lifelong independent reading and ongoing learning in a self-regulated way.

⭐ C-Pen Reader 2 ultimately reduces a learner’s dependence on others.

By providing immediate access to text-to-speech functionality, a reading pen reduces the need for external assistance and allows users to find solutions faster and manage their time more effectively. This independence is crucial for fostering confidence and autonomy in learners, encouraging them to take charge of their own learning journeys.

...But don't just take it from us!

If leveraging self-regulated learning strategies as part of reading interventions and working towards independent reading is on your to-do list this semester, we’ve got the tools and the expertise to support your learners every step of the way. But you don’t just have to take it from us…

“Getting help is hard sometimes. The pen helps me do my work without needing to ask for help. I really like it. Other students don’t even know I have it. My teachers, who know I have it, encourage me to use it.”

💬 Jorge R., 11^th Grade Student

“I like to use the c-pens most during independent practice time that way students don’t have to rely heavily on me to help them pronounce or read specific words/sentences. This way students practice their oral development while independently completing assigned tasks.”

💬 Anonymous ESOL Teacher

“The reader allows students to access the curriculum independently.”

💬 Charles Scherdt, Intervention Specialist

“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 like this, 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.”

💬 Anonymous Classroom Teacher