How a reader can improve grades
in formal exams
Having a reader in formal exams can make a huge difference to grades achieved by certain students.
Many parents have no idea how this ‘reasonable adjustment’ or ‘access arrangement’ could radically transform the qualifications their child can achieve.
I am totally grateful my son’s school, Kingswood House School, Epsom (they deserve a shout out!!) ensured my son had a reader in exams, despite me objecting at the time.
Aware that few schools make this suggestion, to spread awareness of just how important this reasonable adjustment or access arrangement is, I’ve created a video and a Fact Sheet
Video
This video explains:
What readers are
Different types of reader
Restrictions and limitations when using a reader
How they work in
Real-life examples of how a reader impacted my son's results / life. Without it, his life would be VERY different
Dangers of not using a reader, which can be unnecessary under achievement.
Using Readers in Exams - Fact Sheet
Here are 7 IMPORTANT FACTS anyone wanting to help students who have significant difficultes with reading achieve their potential in formal exams you should be aware of. - Some of this information is UK specific but still helpful for others to be aware of.
FACT 1
Students with dyslexia are disadvantaged by our current exam system.
For more information click here.
FACT 2
Reasonable adjustments or access arrangements are put in place to address this disadvantage, one of which is having a reader in exams.
FACT 3
Two different types of readers can be used in exams
Human - These cannot read exams papers that are testing a candidates ability to read.
Computer - These can be used in all exams (including comprehension texts) as they are classed as ‘independent’ work.
FACT 4
Having text read aloud for dyslexic students could greatly improve their grades in any examination. It is particularly helpful for dyslexic students taking exams where reading is being tested (for example, English language GCSE). Without these qualifications a student’s options in Further or Higher education are extremely limited.
FACT 5
From 1 September 2019 , the JCQ year have made it more straightforward for dyslexics to get a reader/computer reader for exams. For more information click here
Previously, a candidate with learning difficulties would have been required to sit an age appropriate, nationally standardised and up to date assessment and achieve a below average standardised score of 84 or less relating to reading accuracy, reading comprehension or reading speed. This is no longer required.
The SENCo now simply produces a short concise file note which confirms the nature of the candidate’s impairment, the consequential need for a reader and that a reader reflects the candidate’s current and normal way of working within the centre.
This is fantastic news! I am super grateful that the British Dyslexia Association worked with the JCQ to make this helpful amendment.
Computer readers can be used for all GCSE’s including English Language. Having the same comprehension text reads aloud by a computer reader is independent work and is therefore allowed.
FACT 6
Using the computer reader takes training and practice. Students need to be accustomed to having text read aloud. It needs to be a student’s normal way of working.
FACT 7
Despite every school in the country having dyslexics and other students who would benefit from a computer reader, in 2019 approximately only 7000 schools utilised this access arrangement.
It’s worth finding out whether your child’s school has the facility to use computer readers in exams.
Why are schools not using this life transforming technology?
The reasons why schools are not utilising this potentially life transforming functionality are numerous. Please forgive this quick oversimplification.
Schools want their students to do the best they can in exams so they are understandably reluctant to introduce any new technology that could potentially not work on the day, causing great anxiety during exams. Staff and student training is essential to ensure these concerns are met.
Some schools have ample devices for students to use in exams, but they need to be trained to know how simple, reliable and cost-effective computer readers are to use.
Others simply don’t have enough devices to supply the students that need computer readers. As a result, funding rather than the individual student’s needs determines the support they receive, which is not right.
Too often funding rather than educational needs determines the support received
I was fortunate, I could send my children to private school that had enough devices, as a result they have all done well in exams. I teach students who are more severely dyslexic than my children, who cannot use a laptop in exams, simply because their school doesn’t have enough devices. This is why I want to share this informaation with anyone who might beneift.
Where do we go from here?
If like me, you are disappointed by the number of schools utilising computer readers let’s put our heads together to figure out how to change this and give all students the opportunity to achieve.
What would you suggest? Why not start a conversation on social media?