Comprehension instruction system and method for vocabulary training

Abstract

A vocabulary training method calculates frequency and utility scores for vocabulary words in a language. The frequency scores relate to how frequency the words appear in the language while the utility scores relate to how broadly the words are used in the language. The method then groups and ranks the words according to their frequency and utility scores. To gauge a user's vocabulary knowledge, the method selects words to test the user based on a combination of the frequency and utility scores, or the utility scores alone.

Description

RELATED APPLICATION / PRIORITY CLAIM[0001]This application is a divisional of U.S. patent application Ser. No. 13 / 345,558 filed on Jan. 6, 2012 and entitled “Comprehension Instruction System and Method,” which is a continuation of U.S. patent application Ser. No. 12 / 019,578 filed on Jan. 24, 2008 and entitled “Comprehension Instruction System and Method,” which in turn claims the benefit of priority under 35 USC 119(e) to U.S. Provisional Patent Application Ser. No. 60 / 897,414 filed on Jan. 24, 2007 and entitled “Comprehension Instruction System and Method.” This application is a continuation-in-part of U.S. patent application Ser. No. 11 / 430,325 filed on May 8, 2006 and entitled “Comprehension Instruction System and Method,” which in turn claims the benefit of priority under 35 USC 119(e) to U.S. Provisional Patent Application Ser. No. 60 / 679,145 filed on May 9, 2005 and entitled “Comprehension Instruction System and Method,” and this application is also a continuation-in-part of U.S...

AI Technical Summary

Benefits of technology

[0013]The reading comprehension system in accordance with the invention provides students with a substantial amount of intensive and focused instruction and / or practice at the “molecular level,” or in interpreting micro-relationships among individual words, clauses and sentences under precisely controlled and varied conditions. This type of training will provide the user with an understanding of the language at a micro-level. In particular, there are various micro-aspects of language that vary in ways that make comprehension easier or harder. By precisely controlling and manipulating these variables (known as language micro-variables), one can provide direct, explicit instruction to develop comprehension skills that will result in improved reading comprehension, as compared to previous approaches to teaching comprehension in which related skills are taught (e.g., vocabulary instruction) or where general thinking strategies are taught (e.g., summarizing).

Problems solved by technology

The struggle with more basic aspects of information and language processing occur because poor readers may have trouble processing language at a more basic “molecular” level.

However, with most text, good readers do not engage in such substantial effort of consciously using these reading strategies; rather, good readers read the text and process the information seemingly without intention, attention, or effort.

That is not the case for poor or struggling readers.

That is, their problems can be at the “molecular level” of comprehension; their difficulty is in grasping the basic concepts imbedded in the words and seeing the relationships among these concepts.

But if asked, “What did the Mayan's do that was so amazing?” or “Why was the Mayan accomplishment so amazing?” they tend to struggle and be unable to provide a coherent answer.

Of course, as sentences are added to the text base, building on and extending this information, even the use of simple pronoun links or references are likely to multiply these initial confusions and the student is in real trouble.

However, instruction in phonics beyond those grade levels apparently does not materially improve reading comprehension.

Similarly, it has been found that phonics instruction is beneficial to second language students, but that the effects of such instruction are of lesser benefit to them than for students whose first language is English.

Finally, studies of young children find that their vocabulary development and listening skills are not very predictive of their beginning reading skills, but are more predictive of later reading achievement.

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