The present invention is directed to interactive training, and in particular, to methods and systems for computerized interactive skill training. An example embodiment provides a method and system for providing skill training using a computerized system. The computerized system receives a selection of a first training subject. Several related training components can be invoked, such as reading, watching, performing, and/or reviewing components. In addition, a scored challenge session is provided, wherein a training challenge is provided to a user via a terminal, optionally in video form.

A neuroscientific method to train optimized reading skills proficiency customized to the needs of each participating student is disclosed. The novel training method causes a creation of optimized specific to task neural pathways and reinforcement of these optimized neural pathways through repetition of the neuroscientific method.

A system for encouraging a child to learn to read, comprising a computing device and at least one physical manipulative, wherein the computing device can identify the physical manipulative and display at least one word relating to the physical manipulative. In an embodiment, a letter identification board with letter manipulatives is included, wherein a child can spell out a word on the letter identification board and the computing device shows an animation of the physical manipulative performing the action indicated by the word.

A system and method for displaying emphasized text are described. A line of text having multiple words is displayed successively emphasized at the pace of human speech. Each of the words is displayed in a first state. The emphasized word is then displayed in a second state as having an outline. Next, the emphasized word is displayed in a third state as heavier-weighted text. Finally, the emphasized word is displayed in a fourth state as regular text. The words are visually emphasized one at a time such that a first word is displayed in the third state when a second word is displayed in the second state and the first word is displayed from the third state to the fourth state when the second word is displayed from the second state to the third state and a third word is displayed in the second state.

Modern research in the science of reading has shed light on how the human brain learns to read and write. Scientists now understand reading is not based on visual memory, but a process of orthographic mapping where students connect the sounds and meaning of a word to the sequence of letters that spell the word. A teaching tool is presented that utilizes phoneme and grapheme manipulatives designed to be arranged by students to build words in a word building area. Instructional grid lines promote orthographic mapping, aiding the development of student's understanding of phoneme-grapheme correspondence. A durable, zippable enclosure allows for portability and safe keeping. A storage compartment for grapheme manipulatives that have not been introduced yet, along with a phoneme and grapheme presentation areas help students stay organized without being overwhelmed. Gradually introducing new graphemes promotes the systematic and cumulative practice recommended by modern research in literacy.

Modern research in the science of reading has shed light on how the human brain learns to read and write. Scientists now understand reading is not based on visual memory, but a process of orthographic mapping where students connect the sounds and meaning of a word to the sequence of letters that spell the word. A teaching tool is presented that utilizes phoneme and grapheme manipulatives designed to be arranged by students to build words in a word building area. Instructional grid lines promote orthographic mapping, aiding the development of student's understanding of phoneme-grapheme correspondence. A durable, zippable enclosure allows for portability and safe keeping. A storage compartment for grapheme manipulatives that have not been introduced yet, along with a phoneme and grapheme presentation areas help students stay organized without being overwhelmed. Gradually introducing new graphemes promotes the systematic and cumulative practice recommended by modern research in literacy.

A method includes detecting an eye movement of a reader during a reading of presented text; determining, based on whether an eye movement is detected, whether the reader is looking at the presented text; pausing a presentation of the presented text if it is determined that the reader is not looking at the presented text; and resuming, if the presentation of the text is paused, the presentation of the presented text.

The technology described herein helps a student learn how to read by determining a present reading level for the student and dynamically providing feedback that accurately identifies the specific oral reading errors made. The failure to identify oral reading mistakes, such as hesitations (‘uh-uh . . . pony’), word omissions, word or syllable insertions and other errors, results in inaccurate student assessment and proficiency scoring, as well as suboptimal learning feedback being provided back to the student. Allowing a student to understand the type of errors made helps the student avoid the same errors in subsequent efforts and helps the student understand what correct reading is. The system receives an oral reading attempt, identifies errors, classifies, the errors, and provides a proficiency score for the oral reading attempt. A report detailing the errors may also be generated.

Reading comprehension of a user can be assessed by presenting, in a graphical user interface, sequential reading text comprising a plurality of passages. The graphical user interface can alternate between (i) automatically advancing through passages of the reading text and (ii) manually advancing through passages of the reading text within the graphical user interface which is in response to user-generated input received via the graphical user interface. An audio narration is provided during the automatic advancing of the reading text. An audio file is recorded during the manual advancing of the reading text which is used to automatically determine an estimated level of reading comprehension of the user. Data characterizing the determined level of reading comprehension of the user can then be provided (e.g., displayed, loaded into memory, stored on a hard drive, transmitted to a remote computing system, etc.). Related apparatus, systems, techniques and articles are also described.

Systems and methods for education instrumentation can include one or more servers configured generate a plurality of models for modeling various aspects of an education process using training data related to academic performance of students. The one or more servers can collect data from client devices associated with various education institutions or stakeholders throughout a life cycle of the education process. The one or more servers can use the generated models and the collected data to assess the addressing of education standards and predict or estimate performance metrics associated with the education process. The one or more servers can provide computed metrics or assessments of how well education standards are addressed to one or more client devices for display.