5th Grade Readingpen Case Study Observation

Date: Friday, May 6, 2005
Time: 1:30 to 2:10 p.m.

Teacher/Class: Adam Goodman, Grade 5
School: Mastricola Upper Elementary School, Merrimack, NH

Observers: Cynthia Dunlap and John Richards

Class Activity Observed:

Adam engaged the students in a vocabulary activity using the ReadingPens on the day of our observation. He borrowed additional ReadingPens from Lisa’s classroom, so each of the 18 students had his/her own device. The handout distributed to the students contained the vocabulary words for the following week with a sample sentence for each. Adam provided the initial instructions after which the students settled right down to work. First the students were asked to scan the vocabulary word. Then, using the sentence provided, they needed to identify the part of speech and the correct definition. They wrote only the definition that matched the use in the sentence. The students moved quickly through the assigned activity.

Students who completed the assignment were asked to begin reading the newest Scholastic News, using the ReadingPen as needed with vocabulary. One student wanted to scan the word “Paleozoic” from a chart in the Scholastic News. This word was white on a dark background and the student was easily able to switch the pen into “inverse” when shown the capability on the main settings menu.

Over half of the class finished the vocabulary assignment and had moved on to the Scholastic News prior to the conclusion of the observation/period. Four or five students were observed scanning words in the Scholastic News articles.

Student Use:

For this activity, all the students used the earbuds. Adam mentioned that the kids like the headphones and most do not need to use the trainer any longer. Only two of the students opted to use the trainer. Most all of the students were focused and worked very well independently with the ReadingPen. Most scanned the word they wanted accurately after the first or second time. The room was very quiet during this activity.

A number of students experienced issues with the earbuds not clicking into the ReadingPen securely. Some ReadingPens appear to grip the earbud connector better than others. The location of the connector port (on the corner) continues to cause challenges getting a tight connection between the earbuds and the ReadingPen.

The one student in Adam’s room who is left-handed actually prefers to scan using the ReadingPen in the right-hand mode.

Adam has six students in his class who are pulled out for remedial support for language arts/speech and language instruction. These students find the ReadingPens particularly helpful with science vocabulary in Adam’s class.

During our observation, John sat and spoke with some of the students as they completed their assignment. Any notes that John has from his discussions with the students should be included in this observation summary.

Teacher Management/Logistics:

So far, no caps, trainers, or earphones have been misplaced. To date none of the students have taken the ReadingPens home overnight. Adam stores his ReadingPens in a plastic utility bin with a handle.

The students know where the pens are kept and allowed to get one to use for an assignment at any time unless specifically told that the Readingpens will not be allowed for a certain activity.

Curriculum Integration:

Adam states that he has integrated the devices into primarily vocabulary activities in the disciplines that he teaches: language arts, mathematics, and science. Students are allowed to use the ReadingPens at any time during SSR (silent sustained reading).

Adam noted that the ReadingPens were particularly effective during a unit on Jackie Robinson.

Teacher Observations/Comments:

Adam mentioned that the students have adapted to the devices easily and use the ReadingPens as they need to during class activities as appropriate. He is looking forward to experimenting with using the ReadingPens in other content areas.

Parent Comments:

Adam has not received any feedback from parents to date regarding the use of the Readingpens by their child.

General Comments:

The next visit we will schedule the observation such that we may conduct a “mini focus group” with the students to obtain their input, thoughts, and suggestions. This would last for 20 to 25 minutes.