Kindles for reading support in
Milton Keynes
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Background
 Observations gathered from 3 Primary and 3 Secondary schools
 Used by students with dyslexia, visual impairments, physical
difficulties and reluctant readers.
 Three schools had their own devices. Two Kindles were loaned to
schools from Vital.
 Loan Kindles account stocked with 65 free eBooks, including free
classics, contemporary fiction, some non-fiction PDFs.
 Also added a set of 6 illustrated Rising Stars eBooks aimed at
reluctant older readers with a reading age of 7-8 and an interest age
of 10-14.
Tickford Park Primary
 A Y6 boy with dyslexia, a reluctant reader, significantly behind his
peers. Three months of use at home and in guided reading.
 Reported raised enjoyment and self-esteem. The device had kudos
in the classroom. Improved engagement with reading at home and a
more positive experience in guided reading.
 Key features were text-to-speech, portability and enlarged text.
 Developed ownership over the device. Had freedom to read it when
he wanted and to read it when others were reading paper books.
 Device offered anonymity. No-one knows what you’re reading so
less embarrassing than reading a large-text easy-reader.
 Several children asked for Kindles for Christmas and the class
ended up with four Kindles in guided reading.
Oxley Park Primary
 One Y6, dyslexic, reluctant reader over 6 weeks.
 Used at school during withdrawal sessions with a teaching
assistant (TA). No use made of text-to-speech.
 Pupil’s response less positive: ‘I don’t like reading’. However,
he would choose a Kindle rather than a book because it made
reading easier.
 TA thought pupil gained independence, read more words
correctly and was less distracted. He found it easier to read
larger text.
 Little overall impact on motivation to read.
 Developed less ownership. May benefit from sound,
interactivity and colour.
Summerfield Primary
 Began using a set of 5 Kindles in guided reading this
term.
 Response so far is that the children ‘love it’.
 Books are synched to all 5 Kindles. One title can be on 6
devices and unlimited devices registered to one
account.
 Each Kindle has own email address. Plan to use Kindles
to communicate with each other and share annotations
and clips.
 Also plan to create own Word or PDF publications for
Kindles such as school newspaper or collaborative story
chapters. May increase motivation to write.
Stantonbury Secondary
 A positive response from a severely visually impaired
Year 9 student.
 Useful for English set texts, but difficult to find digital
textbooks.
 Liked the enlarged text and text-to-speech. PDFs have
contrast options. Could use Voice Guide.
 Comparison with weight and size of Braille books and
the time it takes to create enlarged texts.
 Some keyboard options navigable by touch so able to
turn speech on. Menus do not enlarge so need to
display current book first.
Oakgrove Secondary
 Two Y10 students with severe physical
difficulties use Kindle apps on their
computers.
 Eye-gaze user reads Kindle books using The
Grid 2 software.
 Headmouse user accesses Kindle online
using an onscreen keyboard. Creating
audiobooks to upload to Sensory Software
website for work experience. Readers invited
to donate to charity. Provides an authentic
purpose and audience.
Walton High Secondary
 25 Kindles on home loan from the library to low ability
readers.
 They are very popular and there is rivalry for them amongst
students.
 School downloads books and then deregisters the account.
Or you can add and remove the payment method on
Amazon and continue to download free or archived books.
 Kindles encourage students to persist with reading rather
than giving up.
 They don’t get intimidated by the size of the books so often
pick books they might otherwise reject.
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Conclusions

Text-to-speech helps with reading challenges, word pronunciation, visual difficulties,
tiredness, or to get through the boring bits. Voice Guide aids navigation.

Enlarged text, line and word spacing and contrast options good for visually impaired and
for challenged readers.

Instant word definitions and annotation of texts increase independence and offer
potential to access texts at a higher level.

Students less conscious about difficulties as no-one knows what you’re reading or what
size text.

Kindles have kudos but need to develop ownership and provide appropriate support.
How long will the ‘wow’ factor last?

Device designed for one purpose and so has fewer distractions than an iPad. Simplicity
versus additional functionality. Younger students may still need colour, interactivity and
sound. Voice recording can also have a positive impact on reading.

With all these learners, the key is to find material they enjoy reading. Kindles may help
reluctant readers get past their hang-ups and hooked on stories.
