Technology has advanced enough to start making a dramatic difference in how struggling readers can keep up with grade level curriculum.

Reading pens, text readers, and other text-to-speech devices and apps are now sophisticated enough for almost all struggling readers to use.

By being able to read and understand grade level text, struggling readers can keep up with their typical peers in grade level curriculum and learn the same material.  

While reading remediation remains essential, technology can bridge the gap in learning while students are learning to become proficient readers.

Links to Resources:

British teacher talking about reading pens

https://www.youtube.com/watch?v=KYmAFyF2iRk

C-pen reader $300-$400

https://www.youtube.com/watch?v=kWUfkYzNZLo&list=PL9cNy51gRnvPiArblfD-pzZX_1bSaxrXH&index=2

OrCam Reader - +/- $2K

https://www.orcam.com/en-us/orcam-read?srsltid=AfmBOopb6u2orQsl-W9tbwaIr_VVs2jE3ZJebyt4yo5ZSAeU6E2s__6E

CAST - the primary organization that continues to develop UDL.  Founded by the creator of UDL, Dr. David Rose

https://www.cast.org/what-we-do/accessibility-inclusive-technology/ 

The link below to a Dear Colleague letter and accompanying materials from the U.S, Department of Education  on school district's obligation to provide assistive technology to students. https://sites.ed.gov/idea/idea-files/dcl-assistive-technology-jan-22-2024/ and https://va-leads-ecse.org/Resource/JWHaEa5BS75R8aD-DlrwUA/Resource-assistive-technology-devices-and-services-for-children-with-disabilities-under-the-idea-dear

Summary

The host discusses how technology—especially text-to-speech and reading pens—enables students with reading disabilities to access grade-level curriculum without fluent reading, while emphasizing the importance of comprehensive screening under IDEA. He covers the Matthew effect’s impact on early learners, the role of Universal Design for Learning, and the school district’s responsibility for funding and training, including how to request assistive technology assessments.

Key takeaway

Matthew Effect and Reading Comprehension

Students who fall behind early face a cumulative disadvantage (the “rich get richer, poor get poorer” pattern), often starting in kindergarten or first grade.

When a child struggles to decode, comprehension drops — similar to a non-doctor reading a medical journal, where pronunciation and meaning quickly become stumbling blocks.

Lack of background knowledge and vocabulary, such as understanding idioms for figurative language, further hinders access to grade-level content.

Universal Design for Learning (UDL)

UDL is a research-proven approach that proactively provides accommodations and uses technology to effectively include all students in general education settings.

A separate podcast on this series explains UDL in detail.

Text-to-Speech Devices and Apps

Text-to-speech tools (reading pens, apps on Microsoft/Apple platforms) allow students to participate meaningfully in daily classroom lessons.

Basic readers may be inadequate for first or second graders due to attention issues, training gaps, or device limitations.

Comprehensive Screening Under IDEA

IDEA requires a thorough screening to determine which type of reader is most suitable for each child — the classroom reader might suffice after proper staff training, or a more sophisticated device may be needed.

Screening helps identify whether the issue is device suitability or merely lack of training.

Specific Reading Pens and Practical Considerations

Two example reading pens are linked: a $300–$400 pen for young students learning to decode (requires school and home training, and two devices are often needed to avoid loss), and a $2,000 pen for high school, college, or work use.

Younger students are likely to lose a device, so providing one for school and one for home is recommended.

School District Responsibility and IEP Integration

The school district is responsible for paying for devices, apps, and training; the assistive technology becomes an IEP item and should include a related technology-use goal.

Parents can request a screening for assistive technology (AT) or augmentative and alternative communication (AAC) from their district or county assistive technology office.

Thanks to Soundimage.org for the free access to the AI generated music used in this podcast (https://soundimage.org/)