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For this module, I based research on electronic text-to-speech pens; e-reader pens. E-

reader pens, synonymously known as scanning pens or reader pens, are handled-electronic tools

that translate printed text to verbal speech to aid students who lack sufficient literary skills.

Noroz N. Akhlagi, Fredrik Lonn, and Peter Wittrup designed the reader pen from the late 1990s

to the early 2000s, but the devices have since been modified and rebranded by modern

developers: Scanmarker, C-Pen, to name a few (Fhal, 2021; Akhlagi, Lonn, Wittrup, 1999).

Reader pens aid students with word recognition and thus enhances student comprehension skills;

such a tool highly benefits dyslexic students and English language learners, the target

demographics of various reader pen corporations (Belenky, 2020). Within the framework of this

report, I will discuss the overall design, benefits of adaptation, consumer pricing, and my reason

for choosing this device.

The overall physical design of the reader pen remains consistent throughout various

brand adaptations. Reader pens are typically rechargeable-pocket-sized-oval-shaped devices with

ambient light at the tip and a digital screen display on the top of the surface. To use the device,

scan the scripted text with the pen tip, and the reader pen will translate the text verbally into any

desired language. Depending on the device brand, some tools include a dictionary that allows

users to define individual words. The idea of this tool is that students can decode complex or

unrecognizable words/phrases and perform at their maximum potential. While many reader pens

are portable, Belenky (2020) recognizes that some pens are computer-dependent and require

excess software to access the device's full capability: “These gadgets typically don't have built-in

screens; instead, to display text and utilize all of their functionality, they link to and use a

computer or mobile device through a commercial app” (p.1).

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Nevertheless, whether computer-dependent or portable, reader pens are still highly

beneficial to student development. The reader pen displays the scanned text, breaks words into

syllables, and displays this on the digital screen. Also, scanned text can be saved within the

device and stored for reflection or uploaded to a computer via USB connectivity.

Adapting this tool within the classroom to facilitate student capability would be a wise

investment. The reader pen's ability to translate text verbally promotes textual recognition and

thus increases classroom performance and text understanding. This tool aids students with

dyslexia by providing clarity with words or phrases that may have been visually swapped or

misinterpreted. A translation tool reinforces the recognition of words, which makes reading

easier and promotes a foundation of literacy. This tool also helps language learners by re-

enforcing their knowledge of words and meanings. Before the advent of reader pens—even in

schools that have yet to acquire such tools—comforting and supporting students with dyslexia

was challenging. Such students require a unique and one-on-one approach, which can be difficult

to manage in large classes. And while it is still necessary to cultivate a compassionate and

interactive learning approach, implementing a translation tool allows such students to build self-

efficacy and foster independence within learning.

One can purchase reader pens online via multiple company and distribution websites; C-

Pen, Penpower, Connect Pen, and Scanmarker are the most popular pen brands. Pens vary in

price ranging from $500 to as low as $70; however, the most practical devices generally cost

$130 - $300 (Owens, 2020). Reader pens require firmware updates which need a separate

computer to download and run files via USB connection; necessary files can be on the specific

brand website of your purchased device. It is encouraged to secure a warranty on reader pens in

case of damage.
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I chose to represent this tool because, in my past internship, I had a child with mild

dyslexia in my class. This student required a significant amount of one-on-one time with reading

and comprehension. Her inability to perform similarly to her classmates discouraged her from

participating in group readings in collective or independent stations. Her dyslexia also affected

her ability to form proper sentences. While we were able to develop personal strategies for her

succussed within the classroom, I believe that she would have benefited from this tool. The

reader pen would have further helped her gain that agency she longed for during independent

stations by helping with word recognition and sentence comprehension. This tool would have

helped make independent reading an enjoyable experience rather than a difficult one.
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References

Akhlagi, N. N., Lonn, F., Wittrup, P (1999). Reading pen (U.S. Patent No. 6509893B1). Google

Patent. https://patents.google.com/patent/US6509893B1/en

Belenky, D. (2020, September 8). Guide to reader pens for dyslexia. The Smarter Learning

Guide. https://smarterlearningguide.com/reader-pens-for-dyslexia-are-they-right-for-

your-child/

Fhal, J. (2021, July 14). NEW OrCam read: The most advanced reader pen for dyslexia.

OrCam. https://www.orcam.com/en/blog/new-orcam-read-the-most-advanced-reader-

pen-for-dyslexia/#:~:text=The%20three%20most%20relevant%20companies,C-

pen%2C%20and%20Scanmarker

Owens, R. (2020, December 3). Top 5 best pen scanners in 2022.

FixThePhoto.com. https://fixthephoto.com/best-pen-scanner.html