Reading pens in the classroom: a practical guide for teachers

A reading pen lets a student who struggles to decode print read classroom text on their own. It works best when it is part of everyday lessons, taught explicitly, and used alongside reading instruction rather than instead of it. This guide covers where a pen fits, how to introduce it, routines that work across subjects, and how to run a class set.

Where a reading pen fits

For a student with dyslexia or another reading difficulty, decoding takes so much effort that little is left for understanding the content. A reading pen takes over the decoding for that task, so the student can think about the science, the history or the maths problem in front of them.

It fits well with Universal Design for Learning, which asks teachers to offer more than one way to access content. Hearing a text read aloud while seeing each word highlighted is one of those ways.

Students who benefit most include:

• students with dyslexia or other reading difficulties who understand spoken language well
• EAL/D learners who need help with pronunciation and word meaning (see EAL/D learners)
• students who lose confidence or stop working when a text looks too hard
• students with an exam reading provision, who need the pen to be their normal way of working (see exams guide).

Choosing the model

• Reader 2 for everyday reading support. It works fully offline, so it suits schools with strict device policies.
• Reader 3 when a student needs translation, more languages or Bluetooth audio.
• Exam Reader 2 for class tests and exams, because it has no dictionary and stores nothing.

See Which C-Pen: Reader 2, Reader 3 or Exam Reader 2 for the full comparison.

Setting up a pen for a student

Before a student uses the pen, check five things:

1. Right- or left-handed mode matches the hand they will scan with.
2. The voice is set to Australian English.
3. The reading language is correct.
4. The volume suits the room, with headphones for independent work.
5. The battery is charged.

Teaching students to use it

Most students pick up the basics in one short session, but scanning accurately takes practice. Use a gradual release approach:

1. Model it. Show the class or group how you hold the pen upright, start just before the first word and move at a steady pace (see scanning technique).
2. Practise together. Give students a short text in a clear font at a normal size and have them scan one line at a time.
3. Practise alone. Set a short independent task where the pen is needed, and check in after five minutes.
4. Troubleshoot. Most errors come from scanning too fast, tilting the pen or the wrong hand setting.

Routines that work across the day

Building independence, not reliance

A reading pen gives access to text. It does not teach a student to decode. Keep explicit, systematic reading instruction going, and decide task by task whether the goal is reading the words or understanding the content.

• When the goal is decoding, such as a phonics lesson or a reading fluency check, put the pen away.
• When the goal is content, such as a science worksheet, let the pen do the decoding.

The Reader 2 and Reader 3 also help build vocabulary. Students can look up definitions and use the practice mode to revisit words they have scanned, so difficult words become familiar over time.

Reducing stigma

Students are more likely to use a pen when it doesn't single them out.

• Keep pens in a visible "toolbox" of supports that any student can use.
• Introduce them to the whole class, not just to the students who need them.
• Use headphones so the pen isn't heard across the room.

Running a class set

• Label and number each pen and its case.
• Charge them in one place at the end of each day. A full charge lasts a school day.
• Sign out pens with a simple sheet or the class roll.
• Clean the tip and case regularly and keep headphones individual where possible.
• Store for holidays charged to about 50%, switched off, somewhere cool and dry below 32°C. Over the summer break, avoid hot storerooms and cars (see battery care).
• Update firmware once a term (see firmware updates).

Recording what you do

A quick note of when and how a student uses the pen supports their NCCD evidence and any exam provision application (see funding guide).

Classroom checklist

• Identify students who would benefit
• Choose and set up the right model
• Model scanning technique and practise with the group
• Build the pen into daily routines across subjects
• Keep reading instruction going alongside
• Record use for NCCD and exams

Frequently asked questions