Method and apparatus for automated training of language learning skills
First Claim
1. A method on a computing device for training a student to recover syntactical structures of sentences, the method comprising:
- providing a plurality of sentence categories, each of the categories having a plurality of sentences to be presented as trials, the categories varying in syntactical complexity;
providing a plurality of graphical pictures, each of the pictures corresponding to at least one of the plurality of sentences to be presented as trials;
graphically presenting one of the plurality of graphical pictures to the student on the computing device;
graphically presenting one of the plurality of sentences from a first category to the student as a target, the graphically presented one of the plurality of sentences corresponding to the graphically presented one of the plurality of graphical pictures;
graphically presenting at least one of the plurality of sentences that does not correspond to the graphically presented one of the plurality of graphical pictures, as a foil;
requiring the student to select between the target and the foil; and
recording whether the student correctly selected the target.
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Accused Products
Abstract
A computer program for execution on a computing device is provided to cross-train students in language development skills such as letter-word correspondence, word recognition, vocabulary, and sentence and paragraph comprehension. A set of programs provide an adaptive methodology for training a student in decoding (semantic, syntactic, phonological, and morphological relationships), knowledge of rhymes, synonyms, antonyms, and homophones, spelling, letter-word correspondences, sentence comprehension, grammatical comprehension, working memory, vocabulary, paragraph comprehension, and improved reading comprehension. In each program, students are presented with an animated scene that poses a question, and a set of answers. The set of answers contain a correct response, and a number of incorrect responses or foils. The student advances to more complex levels by satisfying predetermined correct thresholds. Through repetition and intensity, the student'"'"'s language skills are developed.
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Citations
31 Claims
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1. A method on a computing device for training a student to recover syntactical structures of sentences, the method comprising:
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providing a plurality of sentence categories, each of the categories having a plurality of sentences to be presented as trials, the categories varying in syntactical complexity; providing a plurality of graphical pictures, each of the pictures corresponding to at least one of the plurality of sentences to be presented as trials; graphically presenting one of the plurality of graphical pictures to the student on the computing device; graphically presenting one of the plurality of sentences from a first category to the student as a target, the graphically presented one of the plurality of sentences corresponding to the graphically presented one of the plurality of graphical pictures; graphically presenting at least one of the plurality of sentences that does not correspond to the graphically presented one of the plurality of graphical pictures, as a foil; requiring the student to select between the target and the foil; and recording whether the student correctly selected the target. - View Dependent Claims (2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19)
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20. A method for training a student to choose a sentence that best describes a picture, the method presented within a game environment on a personal computer, the method comprising:
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providing a plurality of target sentences each of which correspond to at least one of a plurality of pictures; providing a plurality of foil sentences; graphically presenting one of the plurality of pictures on the personal computer, its corresponding target sentence, and at least one of the plurality of foil sentences; requiring the student to select between the target sentence and the at least one of the plurality of foil sentences, according to which one corresponds to the graphically presented picture; recording whether the student correctly selected the target sentence; and repeating said steps of graphically presenting thru recording for each of the plurality of target sentences wherein the plurality of target sentences, pictures and foil sentences belong to a first category of a first syntactical complexity. - View Dependent Claims (21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31)
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Specification