CROSS-REFERENCE

[0001] This application claims the benefit of U.S. Provisional Application No.

61/934,983, filed February 3, 2014, entitled Methods and Systems for Networked Adaptive Content Delivery and Instruction which application is incorporated herein by reference.

BACKGROUND

[0002] Educational and publishing models are changing. Digital material has become ubiquitously available. In 2011, online book dealers like Amazon®

(www.amazon.com), BuscarLibros™ (www.buscarlibros.com) experienced a sale of digital books that matched the sale of traditional print books. Publishers have traditionally provided textbooks and books, and little else. Students often carry increasingly heavy and expensive books in backpacks to and from school to facilitate access to the books when needed.

[0003] Students today are digital natives and are increasingly sophisticated and adept at using digital technology. Pearsonplc Corporation (UK) (www.pearsoned.com), a large educational publisher, conducted a study of more than 400 high school teachers. Significant findings of the study were that 94% of teachers think that the students prefer to spend their free time connected to the Internet than reading books.

Additionally, 97% of teachers felt that parents could do more to encourage their children to read, while 74% of teachers warned that students do not read enough outside of the classroom. See, "Teachers' concern over reading for pleasure," BBC 2012-06-20 available at http://www.bbc.com/news/education-18506533; and "42% of Children Lose Interest in Reading by 11," Pearson UK 2012-06-20, available at http ://uk.pearson.com/home/news/2012/june/42percent-children-los e-interest-reading- by- 11. html.

[0004] Since the advent of the Internet a variety of developments have occurred to facilitate delivery of content and/or improve learning. For example, U.S. Patent US 6,386,883 B2 to Siefert issued May 14, 20012, is directed to Computer- Assistant Education;XJS 6,405,226 Bl to Alpert et al. issued June 11, 2002, is directed to a System and Method for Taggable Digital Portfolio Creation and Report Generation; US 6,651,071 Bl to O'Brien et al. issued November 18, 2003, is directed to User Interface Educational Database System for Monitoring Proficiency, Performance and Evaluation of Students; US 8,112,446 B2 to Carman issued February 7, 2012, is directed to Centralized Content Repositories for Distributed Learning Management Systems; US8,250,071 Bl to Killalea et al. issued August 21, 2012, is directed to Disambiguation of Term Meaning; U.S. Patent Publication US 2011/0130172 Al to Rao published June 2, 2011, is directed to Mobile Based Learning and Testing System or Automated Test Assignment, Automated Class Registration and Customized Material Delivery; US 2011/0307396 Al to Hewitt et al. published December 15, 2011, is directed to Education Tools for Assessing Students; andUS 2012/0196261 Al to Kim et al. published August 2, 2012, is directed to Systems and Methods for Computerized Learning. Speakaboos (www.speakaboos.com) is an online service that brings classic children's entertainment into a digital world.

[0005] Notwithstanding these changes, what is needed is a system and method that enables stakeholders to engage with digital media which provides dynamic

assessment and interaction to improve reading and learning for the student.

SUMMARY

[0006] A system and method is described that enables participants to engage with digital media which provides dynamic assessment and interaction to improve reading and learning for students, adapting content and delivery for teachers, and monitoring and engagement of parents and tutors.

[0007] An aspect of the disclosure is directed to a method comprising: administering an evaluation of a user, via a user interface display of a user computing device;

receiving a completed evaluation from the user; adapting a content of reading material for delivery to the user wherein step of adapting comprises: evaluating the results of the evaluation administered to the user; and associating one or more of each of videos, wikis, dictionaries, chat interfaces, and social media networks with the content of the reading material prior to delivery to the user via the user computing device. The step of associating content can be performed upon receipt of the evaluation results or prior to delivery of content during a later user login session. Additionally, in at least some configurations, the step of adapting the content for delivery to the user occurs automatically in response to the evaluation results. In other configurations, adapting can occur semi-automatically, e.g., after input from another user. Adapting content can also occur dynamically over several sessions and across a plurality of evaluations such that after a first evaluation, a first set of content is associated with the reading material, after a second evaluation, the first set of content is reviewed to determine it's applicability in view of the second evaluation at which point content may be removed and/or replaced with other content implicated as a result of the second evaluation, and so on. Additionally, in some configurations, the method can include the step of generating a user alert from the completed evaluation received from the user. In still other configurations, the method can include the step of delivering the user alert to at least one of the user, an educator user, and a supervisor user. The step of delivering the user alert can be achieved via at least one of an API engine connected to at least one of the user computing device to create a message about the evaluation and transmit the message over an API integrated network to a recipient having a predetermined recipient user name, an SMS engine connected to at least one of the user computing device to create an SMS message about the evaluation and transmit the SMS message over an SMS integrated network to a recipient device having a recipient telephone number, or an email engine connected to the user computing device to create an email message about the evaluation and transmit the email message over the network to a recipient email having a predetermined recipient email address. Still other configurations include the step of automatically scheduling a task for a user based on the evaluation. Additionally, the step of determining for one or more users one or more reading analytics, wherein reading analytics comprise a location, a number of pages read, a progress rate, a reading speed, a reading comprehension, and a percentage read. Additionally, the method can include the step of delivering the one or more reading analytics for the one or more users to an educator user.

[0008] Another aspect if the disclosure is directed to an apparatus comprising: a user computing device configured to: administer an evaluation of a user, via a user interface display of a user computing device; receive a completed evaluation from the user; adapt a content of reading material for delivery to the user wherein step of adapting comprises: evaluating the results of the evaluation administered to the user; and associating one or more of each of videos, wikis, dictionaries, chat interfaces, and social media networks with the content of the reading material prior to delivery to the user via the user computing device. The step of adapting the content for delivery to the user from the apparatus can occur automatically in response to the evaluation results. Additionally, the apparatus is configurable of automatically generating a user alert from the completed evaluation received from the user. In some configurations, the apparatus is configurable to deliver the user alert to at least one of the user, an educator user, and a supervisor user. Additionally, the apparatus can further be configurable to perform the step of delivering the user alert via at least one of an API engine connected to at least one of the user computing device to create a message about the evaluation and transmit the message over an API integrated network to a recipient having a predetermined recipient user name, an SMS engine connected to at least one of the user computing device to create an SMS message about the evaluation and transmit the SMS message over an SMS integrated network to a recipient device having a recipient telephone number, or an email engine connected to the user computing device to create an email message about the evaluation and transmit the email message over the network to a recipient email having a predetermined recipient email address. Still other configurations can comprise the step of scheduling a task for a user based on the evaluation. Additional configurations can include the step of determining for one or more users one or more reading analytics, wherein reading analytics comprise a location, a number of pages read, a progress rate, a reading speed, a reading comprehension, and a percentage read. Furthermore, the apparatus is configurable to include the step of delivering the one or more reading analytics for the one or more users to an educator user.

[0009] Another aspect if the disclosure is directed to a system comprising: a user computing device configured to: administer an evaluation of a user, via a user interface display of a user computing device; receive a completed evaluation from the user; adapt a content of reading material for delivery to the user wherein step of adapting comprises: evaluating the results of the evaluation administered to the user; and associating one or more of each of videos, wikis, dictionaries, chat interfaces, and social media networks with the content of the reading material prior to delivery to the user via the user computing device. The system can operate across one or more computing devices that are connected via a network. The step of adapting the content for delivery to the user from the system can occur automatically in response to the evaluation results. Additionally, the system is configurable of automatically generating a user alert from the completed evaluation received from the user. In some configurations, the system is configurable to deliver the user alert to at least one of the user, an educator user, and a supervisor user. Additionally, the system can further be configurable to perform the step of delivering the user alert via at least one of an API engine connected to at least one of the user computing device to create a message about the evaluation and transmit the message over an API integrated network to a recipient having a predetermined recipient user name, an SMS engine connected to at least one of the user computing device to create an SMS message about the evaluation and transmit the SMS message over an SMS integrated network to a recipient device having a recipient telephone number, or an email engine connected to the user computing device to create an email message about the evaluation and transmit the email message over the network to a recipient email having a predetermined recipient email address. Still other configurations can comprise the step of scheduling a task for a user based on the evaluation. Additional configurations can include the step of determining for one or more users one or more reading analytics, wherein reading analytics comprise a location, a number of pages read, a progress rate, a reading speed, a reading comprehension, and a percentage read. Furthermore, the system is configurable to include the step of delivering the one or more reading analytics for the one or more users to an educator user.

[0010] Still another aspect of the disclosure is directed to a non-transitory computer readable storage medium tangibly storing computer program instructions capable of being executed by a computer processor, the computer program instructions defining a method comprising: administering, by a processor, an evaluation of a user, via a user interface display of a user computing device; receiving, via the user interface display, a completed evaluation from the user; adapting a content of reading material for delivery to the user computing device, wherein step of adapting comprises:

evaluating the results of the evaluation administered to the user; and associating one or more of each of videos, wikis, dictionaries, chat interfaces, and social media networks with the content of the reading material prior to delivery to the user via the user computing device.

[0011] Yet another aspect of the disclosure is directed to an apparatus for enhancing a cognitive ability of a user, comprising: a user computing device means including a means for adapting content for delivery to a user, utilizing a user interface display means of the user computing device means, comprising: the user computing device means including a means for presenting on the user interface display means an evaluation, means for receiving a completed evaluation from the user, means for adapting content of reading material for delivery to the user, via the user interface display of the user computing device, wherein step of adapting comprises: evaluating the results of the evaluation administered to the user; and associating one or more of each of videos, wikis, dictionaries, chat interfaces, and social media networks with the content of the reading material prior to delivery to the user via the user computing device.

INCORPORATION BY REFERENCE

[0012] All publications, patents, and patent applications mentioned in this

specification are herein incorporated by reference to the same extent as if each individual publication, patent, or patent application was specifically and individually indicated to be incorporated by reference.

BRIEF DESCRIPTION OF THE DRAWINGS

[0013] The novel features of the invention are set forth with particularity in the appended claims. A better understanding of the features and advantages of the present invention will be obtained by reference to the following detailed description that sets forth illustrative embodiments, in which the principles of the invention are utilized, and the accompanying drawings of which:

[0014] FIG. 1A is a diagram of a system which illustrates an exemplar stakeholder participation;

[0015] FIG. IB is a diagram which illustrates an exemplar relationship of content accessible from the home page by the various users of the system;

[0016] FIG. 2 is a screen shot of an opening page which is visible to all user types of the system;

[0017] FIG. 3 A is a screen shot of an exemplar home page for a readervisable once the reader user logs into the system;

[0018] FIG. 3B is an expanded view of the reader's home page, reading section;

[0019] FIG. 3C is a screen shot of a virtual book with tabs on pages;

[0020] FIG. 3D is a screen shot of a library catalog for the reader user;

[0021] FIG. 3E is a screen shot of a performance screen for the user;

[0022] FIG. 3F is a screen shot of an alerts page for the reader user;

[0023] FIG. 3G is a screen shot of other books and search function;

[0024] FIG. 3H is a screen shot of a gift page;

[0025] FIG. 31 is a screen shot of a help or contact function; [0026] FIG. 4A is a screen shot of an exemplar home page for a teacher visable once the educator logs into the system;

[0027] FIG. 4B is a screen shot of lecture page;

[0028] FIG. 4C is a screen shot of an evaluation management page;

[0029] FIG. 4D illustrates an expansion of evaluation dates when "action" is selected by the user;

[0030] FIG. 4E illustrates a book evaluation; while FIG. 4F is an expansion of the evaluation details;

[0031] FIGS. 4G(1) and 4G(2) illustrate an alerts page;

[0032] FIG. 5A is a screen shot of an exemplar home page for a caretaker visable once the caretaker logs into the system;

[0033] FIG. 5B is a screen shot which summarizes a reader's reading performance for a reader associate with the caretaker;

[0034] FIG. 5C illustrates an alert page for the caretaker; and

[0035] FIG. 5D illustrates a library catalog similar to FIG. 3D from the caretaker logon.

DETAILED DESCRIPTION

[0036] The systems and methods described herein, provide a new reading experience for readersand which facilitates interaction with each reader by one or more of each of a teacher and a parent or tutor. The user side of the system has at least three categories of users: readers (e.g., students), caretaker (e.g., parents, grandparents, aunts, uncles, siblings, etc.), and educator (e.g., teacher, faculty, instructor, professor, etc.). In some instances, caretakers and educators can have overlapping roles (e.g., tutors).

[0037] The system focuses on the individual reader by capturing the reader's attention, actively engaging the reader by complementing the reading material with art direction and/or music composition, adding special effects into the digital material being read by the reader and immersing the reader more deeply and actively into the subject matter of the book being read. Additionally, tools are provided that assist in scheduling a timed reading frame which can further be separated into fragments which provide a pace that is suitable for a specific reader. By adapting to the individual reader, the system avoids frustration that is traditionally experienced by readers when forced to read at a pace with a group of other readers that may or may not be at that individual reader's reading level. Once the reader is finished reading a segment, an assessment activity is provided which is applied to measure the level of reading comprehension. In at least some configurations, a reader will receive direct or indirect feedback about their performance. This facilitates readers' preparation for further academic assessment.

[0038] The system is also configurable to achieve participation of and actively engage, for example, parents and teachers in the progress of one or more readers. The active participation of others who are close to an individual reader (e.g., by

relationship) facilitates quick identification and intervention with the reader which facilitates the improved performance and an improved learning experience.

Additionally, educational performance analysis and reporting can be provided to the school and/or teacher. This tool also facilitates class preparation and delivery of academic material to readers because a teacher knows prior to the commencement of class how much of a reading assignment has been completed by each of the readers and how well the reading assignment has been comprehended. With this information, the teacher is able to adjust an in-class lesson plan to take into account the overall readers' performance of the reading. This allows the teacher to focus the learning experience on areas requiring attention for all readers, while providing specific learning lesson plans to subsets of readers needing additional effort in particular areas.

[0039] The system is configurable such that the system can be provided directly to individuals (readers, caretakers, educators, etc.) and/or to institutions (e.g., schools, educators, etc.). In either event, the individual users engaging the system can share information with institutions and institutions can share information with individual users.

[0040] By recognizing and evaluating individual readers, their reading speed, reading recognition, and reading comprehension, materials can be integrated into the reading experience (e.g., music, background music, special effects, etc.) which are

configurable to be delivered to a particular reader in response to the rhythm, speed, and/or comprehension of the reader. Consequently, no two readers need have the same reading experience. Questions can be provided by the system, the teacher, or a combination thereof, to the reader which facilitates assessing the level of

comprehension and/or increases comprehension. For example, reading speed can be determined by an initial test performed to every single reader. This short test can provide a first measure which can be a starting point. Later, every new reading session that a reader performs can include a "ghost test" (wherein the reader does not notice that reading speed is being retested). It will allow the system always count with the updated reading speed data for each user.

[0041] As shown in FIG. 1A, a plurality of readers (Reader 1 (140), Reader 2 (142), Reader 3 (144), Reader 4 (146), ... Reader N (148)) can engage with the system/ 00. Each reader can be associated with one or more educators (Teacher 1 (120), Teacher 2 (122)... Teacher N (128)). Each educator can, in turn be associated with more than one reader and one or more caretaker. Each reader can also be associated with one or more interested parties (e.g., parents, grandparents, guardians, aunts, uncles, siblings, mentors, tutors, etc., shown as Parent 1 (130), Parent 2 (132) ... Parent N). Each interested party can be associated with one or more readers and one or more caretakers. Interested parties can, in some configurations, communicate between themselves (e.g., parents communicating between themselves regarding their child), and educators communicating with other educators and/orother interested parties. Each educator can assign one or more books (Book 1 (110), Book 2 (112), Book 3 (114)... Book N (118)) to the one or more readers. Readers can read one or more books, some or all of which might be associated with one or more educators. Thus, in some configurations, a reader can be reading a book that is not assigned by any educator, along with one or more books assigned by a first educator, one or more books assigned by a second educator, and so on. One or more interested parties or caretakers (Parent 1, Parent 2, etc.) can be associated with a reader.

[0042] Each user of the system is a stakeholder; and each stakeholder can have a plurality of relationships with other stakeholders. Each stakeholder falls within a group having a stakeholder objective. Some stakeholder objectives can occur for more than one stakeholder group. Each stakeholder is an interested party.

Additionally, one or more interested parties can also be configurable to be associated with each other - thus allowing the persons interested in the progress of the reader to collaborate to improve learning and comprehension. Each electronic book, can also be associated with one or more of each of: evaluations and resources. Each evaluation can comprised of one or more tests and assessments. Each resource can be comprised of one of more of each of: videos, wikis, dictionaries, chatting (e.g., IM), and social network areas.

[0043] Within the system, groups of users can be formed. For example, a first group 102 can include teacher 2 122, reader 1 140, reader 4 146, book 2 112, book 3, 114, book N//S, parent 1 130, and parent 2 132. A second group 104 could include overlapping members and be comprised of, for example, teacher 2 122, reader 1 140, book 2 112, book 3, 114, parent 1 130, and parent 2 132. Another group 106, could include, for example, reader 1 140, reader 2 142, reader 3 144, teacher 1 120, book 1 110, and book 2 112. As can be seen in this illustration, teacher 1 120 and teacher 2 122 both have reader 1 140 and assigned book 2 112 to reader 1. Reader 4 146 is also assigned to parent 2 132, but not assigned to parent 1 130, while both parent 1 130 and parent 2 732 are assigned to reader 1 140. As will be appreciated by those skilled in the art, other configurations and relationships between the users is possible without departing from the scope of the disclosure.

[0044] Content on the system is accessed via a home page 150, as shown in FIG. IB. Each of the logon stakeholders can access at least some of the available content on the system. For example, readers 152 have access to a library 160, a progress reporting area 162, other books and catalogues 166, gifts 164. Parents and/or tutors 154 may have access to a progress 162, and have access to other books and catalogues 166, and performance reports 174. Educators s have access to recommendations 170, an agenda 172, and a performance area 174. Additionally, all user types have access to help or contact 180, logout 182, alerts 184, and contact 186, although the actual

implementation of these pages can vary from user type to user type.

[0045] From the home page 200 as illustrated in FIG. 2, a sign in 10 is provided with an user name entry field 12 and a password entry field 14. A logon or entry button 16 is provided. From the home page 200, the user can navigate to a description of the company 220, a description of the products and services offered 222, a shopping area 224, a catalog 226, frequently asked questions 228, and contact information 230. A banner section is provided which illustrates the common problems for various stakeholders 210, 212, 214, 216 of the system. Additionally, the banner section illustrates recommended reading 218 which allows potential users to review the catalog without being logged in to the system. A video section 219 is provided which includes informational videos about the product.

[0046] Once a reader logs into the system a reader home page 302 is launched. An exemplar page is shown in FIG. 3A. From the reader home page 302 page the reader can navigate from one or more navigation locations to home 51, a library 52, 52', progress reports 53, 53', alerts 54, 54', more books 55, 55', gifts 56, 56', help or contact 57, 57', and logout 58. A reading section 310 of the reader home page 302, shown in more detail in FIG. 3B, allows the reader to select one of the books 312, 372' that are currently being read from a list of books 372, 312'. A scroll bar 316 allows the user to scroll between books 312, 372' that the reader is currently reading. Once a book is selected from the list, the reader selects the continue reading button 314. From the list of books 372, 372' presented to the reader additional information about the book can also be provided including, for example, an image of the cover page of the book, a book title, a test date (past, future, or both), the current location (e.g., which chapter the reader has read to), number of pages, a progress rate, the number of remaining pages, and a suggested number of pages per day for reading. At least some of the alerts 340 are viewable from the reader's home page 302. From this view, the user can scroll through the alerts using the alert scrollbar 342.

[0047] Once the user launches the book by selecting the book and pressing the continue reading button 314, the user is taken either to the beginning of the book (where the book is being launched for the first time) or to the last location where the reader user was reading. As illustrated in FIG. 3C, the text of the book appears on a virtual page 320 displayed as the interface. Additional feature tabs for the electronic book are provided which allow the reader to advance 322, pause 324, select music 326, select effects 328, select sound 330, access an index of the book 332, and exit 334 from the page where the reader is engaged with the reading material. The electronic book has the look and feel of the original printed book.

[0048] From the reader home page 302, the reader can also access a library 304. Selection of the library can launch a page which provides, for example, a visual depiction of bookshelves 342 with books 372, 372' placed thereon which correspond to the books that the reader is currently reading as shown in FIG. 3D. An optional area for bestsellers 344 or recommended reading can also be provided which allows the reader to access other books, e.g., for purchase, from the bestseller list.

[0049] The reader can also access a progress page 306, as illustrated in FIG. 3E, by electing a progress icon 53, 53' from the home page 302 shown in FIG. 3A. The performance page 306 provides a summary of progress for each book which includes, for example, a visual image of the front page of the book 372, the title, and a detailed summary of performance. This performance summary can be more extensive than the summary provided on the home page as described above. Additional information can include, for example, the number of words per minute that the reader is reading, how many pages per day has the reader read in the past day, 7 days, 14, days, month. Number of correct and incorrect answers to questions within the reading, most recent test date, etc. A scroll bar 350 can be provided to allow the reader to scroll between performance results of different books the reader is reading.

[0050] Additionally, each reader can engage in a plurality of tests to provide: initial calibration, and periodic calibration. Readers can be tested to determine

comprehension at the word level, the paragraph level, the chapter level, and the page level. Additionally, parameters can be adjusted for the reader based on the type of material that is being read, the length of the reading material, as well as other factors. Measurements can be combined with biometric information for reader identification, e.g. fingerprint sensing. As information is collected, an individual's reading performance can be compared to metrics over time and based on complexity level of the reading material. Reading deficiencies in a reader or group of readers can be determined by evaluating individual readers after each section or session is completed. For example, four options can be presented to each comprehension question presented by the system. Once the system analyzes the results for a particular reader and/or compares the results to other readers, as discussed above, a set of resources can be provided automatically in response to the system analysis of the results. These resources include, for example, videos, wikis, dictionaries, chat sessions, and social networks (including, for example, one or more of each of book authors, caretakers, parents, tutors, and other readers). Re-testing and measurements can be performed to monitor improvements. Each incorrect answer received from a reader is re-tested and may be presented in a video with additional explanations and support to improve comprehension. This process of testing and presentation of supporting materials is repeated as needed. As will be appreciated by those skilled in the art, the follow-on questions may not be a verbatim duplicate of the earlier question to avoid memorization. Additionally, the supporting materials presented may vary from testing engagement to testing engagement to avoid disengagement by the reader which might result from repetition. As the system determines a reader best response to supporting materials, future engagements will favor supporting materials which have a higher degree of success. For example, an audio learner might respond best to presentation of supporting materials which are audible, whereas a visual learner might respond best to a wiki which can be seen.

[0051] Three audio layers can be provided to support a better reading experience. For examples, sounds can be provided as a companion to page changes or moving to a new chapter. Additionally, environmental sounds and/or music can be provided to correspond to the subject matter content of the text of the book being read. Special effects (e.g. bells) and emotional sounds can also be provided. Tools can also be provided to manage the integration of the immersive sounds with the text of the story. The tools can be accessible by the caretaker, the parent and/or the reader. In some configurations, the accessibility of the tools is customizable by one user (e.g., parent) for another user (e.g., reader) and may not be customizable by all users.

[0052] The system is configurable to integrate with other digital elements such as animation, videos, links, etc. to develop a richer reading experience for the reader. In some configurations, social networks can be used to create ad hoc content. However, such ad hoc content typically would require moderation from another user such as a parent or caretaker. Additionally, readers can for groups around specific books. The groups need not be limited to other readers in the class, but can be other readers of the book generally in the network. The electronic books are also presented in the same physical layout as the physical book.

[0053] The reader can also access an alerts page 340, shown in FIG. 3F, by electing an alert icon 54, 54' from the reader home page302 shown in FIG. 3 A. The alerts page 340 can have one or more alerts which are organized into different alert categories. For example, critical alerts 343, non-critical alerts 344, positive alerts 345, and informational alerts 346. The alerts can have a title and a date. Once the alert is read, it can be archived and no longer displayed, or marked as read and left within the alert history. In some configurations a user may be compared to other readers of the same age group, readers of the same material and/or readers in the same class showing the current reader's performance or reading complexity as compared to one or more groups.

[0054] The reader can also access other books 360, shown in FIG. 3G, by electing the other books icon 55, 55' from the reader home page 302 shown in FIG. 3 A. In an example of the operation of this feature, a reader can make purchase requests which are sent to another user, such as a parent or teacher, and then the other user makes the purchase which is then provided to the reader. In some configurations, the reader could make the purchase directly. In still other configurations, where the reader makes the purchase directly, another party (such as the parent or teacher) is advised of the purchase in order to be engaged with the reader. The other books page 360, can include functionality to allow the user to search by entering, for example, a title into a title field 362, an author into an author field 364 (or by selecting an author from a drop down menu), an age range 366, and an editorial or publisher or author 368. Entering all or a subset of information and pressing the search button 370, will generate a list of titles. The catalog 369 lists one or more books 313, 313', 313" and includes information, such as an image of the book cover, a title, an author, and a cost (price). The reader can then select one or more books, which are added to a purchase queue, e.g., under summary of request. To purchase the selected books, the user then selects the request button 372 (or purchase button).

[0055] The reader can also receive gifts 380 or prizes associated with past reading performance shown in FIG. 3H. By selecting the gifts icon 56, 56' (or prize icon) from the reader home page 302 shown in FIG. 3A. Prizes can be, for example, suggested by teachers and purchased by parents, provided by third party benefactors who are involved in adopting a classroom, etc.

[0056] At any time the reader, as well as other users, can access help 390, shown in FIG. 31, by selecting the help icon 57, 57' from the reader home page 302 shown in FIG. 3A. The help menu allows the reader to indicate a contact type 392, e.g.

problem, suggestion, or congratulations , from a pull down menu and then free-text into a content field 394.

[0057] FIG. 4A is a screen shot of an exemplar educatorhome page 400 for an educatorvisable once the educator logs into the system from the main page 200. The educator has access to a variety of tools that lets the educator assess the progress of each reader in each class on each of the assigned reading assignments. Some of the tools overlap with other user types, while others are unique to the educator. From the educator home page 400, the educator can see an agenda 402 which provides a snapshot of upcoming scheduled events. From the agenda tab 402, the educator can drill down to see more events that are scheduled. As with previous screens, best sellers or recommendations 218, can be listed to provide suggests to the educator for future assignments. In some configurations, the suggestions can be generated based on the reader performance on the currently assigned books.

[0058] Additionally, the educator can see performance or progress 410, 410', management 430, 430', and alerts 450, 450. As with other screens each of these screens can be accessed by one or more navigation locations on a page. Progress can be divided into two or more sections. For example, once the progress icon 410, 410' is selected, the educator can be taken to a progress page 411. The progress page 411 can have one or more sections, such as reading performance 412, reading rate 414, and reading comprehension 416 as shown in FIG. 4B. For each of these reports, the educator can select a course or class that that the educator wants reported from a dropdown class selection 418, and/or a book from a drop-down book selection 420. The educator can compare performance across readers assigned to a section, or across readers assigned to a book. Reading performance, can report on the amount of reading a reader has performed (e.g., a pace of reading which summarizes the number of reading sessions of a reader over a period of time), while reading rate reports on the speed at which the reader reads, while comprehension provides evaluation scores based on interactive testing that occurs during the reading.

[0059] FIG. 4C is a screen shot of an evaluation management page 431, which provides evaluation dates 432 which can be organized by a course selection dropdown 434. The schedule of evaluations can include what is being evaluated, scheduled dates, and actions required.

[0060] FIG. 4D illustrates an expansion of evaluation dates when "action" is selected by the user. The user can override the date, as needed or desirable.

[0061] FIG. 4E illustrates a book evaluation screen 436 available from the evaluation page. This interface allows a book that is selected to display all evaluations associated with the book. Each evaluation can be configured to provide multiple questions. With this tool, the teacher can see how a book is evaluated according to reading

comprehension.

[0062] FIG. 4F is an expansion of the evaluation details 437. The expansion allows the teacher to see the questions associated with an evaluation, which can include the detail of questions and its answers. The evaluation page, provides the educator feedback on the performance of the reader on the evaluation questions that the reader has completed. For example, each question can be outlined with an indication of which readers responded correctly, which readers have not responded and which readers responded incorrectly. This information can be shown as numbers, percentages, names, etc. Additionally, the educator can select preferences for how the information is displayed and/or toggle between the display types as needed. For example, if questions are garnering over 85% comprehension, then the educator probably only needs to know who was having difficulty comprehending the question, and so on. Additionally, by understanding which content is understood and by whom, the educator can focus in class time and resources on items requiring additional work. Another advantage is that the readers can be better organized into teaching groups in class based on where they are in reading and comprehension.

[0063] As will be appreciated by those skilled in the art, the reports can be per reader and per book (based on current readers or an aggregate of historical readers). The educator also has the ability to use an evaluation engine to generate standardized reports, diffentiated reports, reports for individual readers, and reports for groups of readers. A group report can include, for example, the percentage of users who have completed portions of the book (e.g., 10%, 20%, 30%>, etc., or pages 1-5, 6-10, etc.), performances of readers completing portions of the book and have taken evaluation tests, an average number of words per minute or pages per day for all of the readers again based on current readers or an aggregate of historical readers.

[0064] Prizes and incentives can be offered to the readers. Prizes and incentives can be set by parents for example, to one or more readers. Prizes and incentives can be physical or digital and can be based, for example, on reading quantity, performance achieved, and other metrics.

[0065] FIGS. 4G(1) and 4G(2) illustrates an alerts page 451, 45V from left 451 to right 451 '. Additional information can be included such as whether a reader has read, the name of the reader that the alert applies to, the date of the alert, the topic of the alert and actions (such as email, delete, etc.). Additionally, the alerts can be filtered to list only alerts requiring attention, or alerts which are congratulatory based on reader performance, etc.

[0066] FIG. 5A is a screen shot of an exemplar caretakerhome page 500, where the caretaker is any user who is supervising the performance of the reader in conjunction with the educator, visable once the caretaker logs into the system. From the caretaker home page 502 page the caretaker can navigate from one or more navigation locations to home 51, progress reports 53, 53', alerts 54, 54', more books 55, 55', library 52, 52', help 57, 57', and logout 58. Some of the navigation options are provided in a bar 50 along an upper right portion of the screen. The current reading 510, other books 518, and alerts 540 summaries are provided on the main screen 502.

[0067] If the caretaker selects reading performance 53, 53 ' from the home page 502, or engages the screen 510, a new page can be launched as shown inFIG. SB.Screen shot 510 which summarizes a performance for a reader associate with the caretaker. The summary 512 identifies for example, the reader, the book, the pages per minute, how many pages per day over a period of time (weeks, months, etc.), the number of correct and incorrect answers to any tests administered to the reader, test dates, current chapter, number of pages read, progress rate, remaining pages and suggested pages per day. A scroll bar 550 is provided which allows the caretaker to scroll through the performance of all readers and/or for all books which readers associated with the caretaker are reading.

[0068] FIG. 5C illustrates an alert page 540 for the caretaker. As with other alert pages, the alerts can be organized by, for example, alert type. In one configuration, alert types include critical alerts 543, non-critical alerts 544, positive alerts 545, and informational alerts 546. In some configurations, the alerts can mirror the alerts that the reader sees. In other configurations, the alerts can be unique to the caretaker and include, for example, recommendations for engaging the reader to improve performance. In still other configurations, the alerts are a combination. Additionally, a special alert section can be provided which allows the caretaker to compose an alert to one or more users by providing an area for text 547 and a send command 548.

[0069] FIG. 5D illustrates a library catalog page 506 similar to FIG. 3D revised for the caretaker logon. The library can launch a page which provides a visual depiction of bookshelves 542 with one or more books placed thereon which correspond to the books that any of the readers are currently reading. The caretaker can select a book and a see a detailed report for a reader, or select a detailed report for a reader where more than one reader is reading the same book. Information can include, for example, title, date last accessed, test date, current chapter, pages read, progress rate, remaining pages etc. Additionally a catalog, similar to FIG. 3G may be accessible, and a contact page, similar to FIG. 31, may be accessible.

[0070] Reporting to various stakeholders (e.g., parents, tutors, teachers) can be achieved privately or anonymously. Performance to the reader provides, for example, progress made, performance, due dates, pages remaining, alerts (exam dates, alarms, cautions, positive reinforcement, etc.). Additionally, the reader can generate their own alerts to manage their time, request purchases from parents and other approved persons (e.g., family members). Parents can have access to all the reports given to the reader about their progress. Additionally, parents can generate alerts and respond to purchase requests. Parents can also use the system to monitor current reading and progress. The parents can also access correct and incorrect answers to the testing as well as the personalized videos. Parents can communicate with the readers via special alerts. In some configurations, the alerts from the parents can be timed for delivery at specific instances. For example, when a reader reaches a milestone (e.g., number of pages read, level of comprehension, and so on). Alternatively, the alerts can be made available to the reader immediately and therefore be viewable either immediately or at the next login session. Parents are also given control over each reader's profile and account login information.

[0071] Purchases are supported by a suitable e-commerce engine which allows for payment processing. Completion of the transaction provides the purchaser with a voucher and allows the purchase to assign the purchased content to a target reader from one or more readers associated with the purchaser.

[0072] The systems and methods according to aspects of the disclosed subject matter may utilize a variety of computer and computing systems, communications devices, networksand/or digital/logic devices for operation. The systems can also utilized networked devices. Each component may, in turn, be configurable to utilize a suitable computing device which can be manufactured with, loaded with and/or fetch from some storage device, and then execute, instructions that cause the computing device to perform a method according to aspects of the disclosed subject matter.

[0073] The systems and methods described herein may also be configurable to permit a transmission of a message, such as a result, over a network using a server computing system and at least one of an API engine connected to at least one of a user computing device and a central server to create a message about the measurement and transmit the message over an API integrated network to a recipient having a predetermined recipient user name, an SMS engine connected to at least one of a user computing device and a central server to create an SMS message about the result and transmit the SMS message over the network to a recipient device having a predetermined measurement recipient telephone number, or an email engine connected to at least one of a user computing device and a central server to create an email message about the result and transmit the email message over the network to a recipient email having a predetermined recipient email address.

[0074] A computing device can include without limitation a mobile user device such as a mobile phone, a smart phone and a cellular phone, a personal digital assistant ("PDA"), such as a BlackBerry®, iPhone®, a tablet, a laptop and the like. In at least some configurations, a user can execute a browser application over a network, such as the Internet, to view and interact with digital content, such as screen displays. A display includes, for example, an interface that allows a visual presentation of data from a computing device. Access could be over or partially over other forms of computing and/or communications networks. A user may access a web-browser, e.g., to provide access to applications and data and other content located on a web-site or a web-page of a web-site.

[0075] A suitable computing device may include a processor to perform logic and other computing operations, e.g., a stand-alone computer processing unit ("CPU"), or hard wired logic as in a microcontroller, or a combination of both, and may execute instructions according to its operating system and the instructions to perform the steps of the method, or elements of the process. The user's computing device may be part of a network of computing devices (e.g. networked) and the methods of the disclosed subject matter may be performed by different computing devices associated with the network, perhaps in different physical locations, cooperating or otherwise interacting to perform a disclosed method. For example, a user's portable computing device may run an app alone or in conjunction with a remote computing device, such as a server on the Internet. For purposes of the present application, the term "computing device" includes any and all of the above discussed logic circuitry, communications devices and digital processing capabilities or combinations of these. Instructions may be, for example stack-based instructions that are translated into register-based instruction, or a register-based instruction that is input into a CPU pipeline.

[0076] Certain embodiments of the disclosed subject matter may be described for illustrative purposes as steps of a method which may be executed on a computing device executing software, and illustrated, by way of example only, as a block diagram of a process flow. Such may also be considered as a software flow chart. Such block diagrams and like operational illustrations of a method performed or the operation of a computing device and any combination of blocks in a block diagram, can illustrate, as examples, software program code/instructions that can be provided to the computing device or at least abbreviated statements of the functionalities and operations performed by the computing device in executing the instructions. Some possible alternate implementation may involve the function, functionalities and operations noted in the blocks of a block diagram occurring out of the order noted in the block diagram, including occurring simultaneously or nearly so, or in another order or not occurring at all. Aspects of the disclosed subject matter may be implemented in parallel or seriatim in hardware, firmware, software or any combination(s) of these, co-located or remotely located, at least in part, from each other, e.g., in arrays or networks of computing devices, over interconnected networks, including the Internet, and the like.

[0077] The instructions may be stored on a suitable "machine readable medium" within a computing device or in communication with or otherwise accessible to the computing device. As used in the present application a machine readable medium is a tangible storage device and the instructions are stored in a non-transitory way. At the same time, during operation, the instructions may at some times be transitory, e.g., in transit from a remote storage device to a computing device over a communication link. However, when the machine readable medium is tangible and non-transitory, the instructions will be stored, for at least some period of time, in a memory storage device, such as a random access memory (RAM), read only memory (ROM), a magneticor optical disc storage device, or the like, arrays and/or combinations of which may form a local cache memory, e.g., residing on a processor integrated circuit, a local main memory, e.g., housed within an enclosure for a processor of a computing device, a local electronic or disc hard drive, a remote storage location connected to a local server or a remote server access over a network, or the like. When so stored, the software will constitute a "machine readable medium," that is both tangible and stores the instructions in a non-transitory form. At a minimum, therefore, the machine readable medium storing instructions for execution on an associated computing device will be "tangible" and "non-transitory" at the time of execution of instructions by a processor of a computing device and when the instructions are being stored for subsequent access by a computing device.

EXAMPLES

A. Pre-loaded content

[0078] Prior to delivering electronic reading materials to a student, the system is configurable to associate media content with the reading material by analyzing the content of the written material and identifying suitable media content to associate with the reading material. The media content is then delivered either live during the reading session or on demand via user interaction. For example, from Edgar Allan Poe's, The Raven:

Once upon a midnight dreary, while I pondered, weak and weary,

Over many a quaint and curious volume of forgotten lore—

While I nodded, nearly napping, suddenly there came a tapping.

As of someone gently rapping, rapping at my chamber door. "Tis some visiter," I muttered, "tapping at my chamber door— Only this and nothing more."

[0079] When the reader arrives at this text, upon the appearance of the word "raven" an image and/or an audio clip could be associated with the text such that the image is displayed with the text and/or the audio clip is played. Additionally, on the appearance of the words "tapping" and "gently rapping" the system would access an audio clip of a gentle tapping noise and play the clip while the reader was engaged with this section of text.

[0080] Additionally, the system is configurable so that any of the users can further customize the content. For example, the volume of sounds delivered can be customized for the user.

B. Prompting Reading Speed

[0081] While a student is reading material, the system is configurable to dynamically assesses the reader's reading speed. In other configurations the reading speed is tested periodically, and a stored reading speed is relied on.To improve reading speed for a user, a regular, metrical tick (or beat) can be played (e.g. a metronome) in the background, in order to provide pacing for the reader. The rate of the metrical tick would be specific to each user based on his or her dynamically assessed reading speed or previously stored reading speed assessment.

[0082] Additionally, the system is configurable so that any of the users can further customize the content. For example, the volume of the metrical tick delivered can be customized for the user.

C. Prompting Reading Speed

[0083] Another mechanism for prompting reading speed while a student is reading material, the system is configurable to provide a highlight across words or lines to draw the reader's attention through the material at a pace that promotes improved reading speed. The highlight can be barely visible (e.g., resulting in a subliminal response) or visible.

[0084] Additionally, the system is configurable so that any of the users can further customize the content. For example, the color of the highlighting or the brightness of the highlighting can be customized for the user. In some configurations, the brightness of the highlighting can begin at a first brightness and the fade over time as the system determines that the reader is reading at the desired speed. Additionally, any of the users can provide a target reading speed for the user and/or a target reading speed to be reached in a target time.

[0085] While preferred embodiments of the present invention have been shown and described herein, it will be obvious to those skilled in the art that such embodiments are provided by way of example only. Numerous variations, changes, and substitutions will now occur to those skilled in the art without departing from the invention. It should be understood that various alternatives to the embodiments of the invention described herein may be employed in practicing the invention. It is intended that the claims define the scope of the invention and that methods and structures within the scope of the claims and their equivalents be covered thereby.