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					eLEARNING INTERVENTION IN ADOLESCENT & ADULT
LITERACY : AFFORDABLE MASS SCALE SOLUTION

Denis Lobo M.D. Learning Upgrade LLC
denis@readingupgrade.com


THE PROBLEM: There are 10 million adolescent and 40 million adult struggling readers in
the US.
This is a report of the first 30 months of the deployment of the Internet based READING
UPGRADE and COMPREHENSION UPGRADE and of the conclusions for future directions
in the exploitation of this evolving medium for accessing the functioning neural networks in
the brains of the millions of “learning disabled”. It also points the way for reassessing the
existing beliefs about the differences in the ability of ALL Americans to attain a high level of
academic achievement.

These rigorous web based courses comprise 50 levels each. The content follows meticulously
the recommendations of the National Reading Panel, April 2000. The adolescent eco system is
exploited to grab and hold the attention of this population by the use of teaching songs in the
genre of pop, hip hop, Latin and etc. MTV style visuals and multiple-choice tests at the end of
each level are in the electronic “game” format.

THESE courses are BOTH SELF PACED STUDENT INSTRUCTION
& INSTANT TEACHER ASSESSMENT OF PROGRESS

Links:
www.readingupgrade.com

CLICK ON:            READING UPGRADE DEMO
CLICK ON:            COMPREHENSION UPGRADE DEMO
                     (Play four levels)
CLICK ON:            RESULTS


SALIENT POINTS FOR THE NATIONAL EDUCATION TECHNOLOGY PLAN:

Across all causal groups, an average of 1 year of reading gains were achieved in 4 to 8 weeks
with NO INSTRUCTION FROM TEACHERS.

EQUIPMENT: Any Internet connected computer or device.


IMPORTANT PRELIMINARY STUDIES BELOW:

STUDENT DEMOGRAPHICS:
Ages 7 to 56
Upper Elementary, Middle and High School
Adult Literacy
Special Education and Alternative Schools
Sites: In school, after school, YMCA, Libraries, Boys & Girls Clubs, Homes, Faith based
SES tutoring center under NCLB (Say Yes to Life Los Angeles-300 students)
Geographical: North America, Canada to San Diego
Inner city, “affluent suburb”, Rural, Indian Tribal reservation

BROADBAND:
Wired: All the above sites
Wireless: Indian Tribal wireless enabled project of UCSD-NAS-Hewlett Packard
(18 San Diego County Tribes)

TRACKING & ACCOUNTABILITY:
All progress is tracked on the Internet by the teacher. This huge database of information can
be used for daily individual student testing.

It is also, with privacy precautions, a resource to feed into district, state and federal databases
for the study of literacy and the comparison of different ethnic, linguistic, socio-economic and
geographical struggling readers in the adolescent and adult population.

Districts, States and Feds can compare GAINS PER DOLLARS spent in different
interventions.

FUNDING: Title 1, Special Education, NCLB- including after school and SES.
Reading Upgrade is in Legal compliance with the State of California. This allows for textbook
funds to be used until Grade 8.

STUDIES: see website also:

UCSD: 2003
Controlled randomized study in 3rd grade for inner city students at the 7.30am session before
School.
One grade level (one year) gain in weeks
http://www.readingupgrade.com/html/ruucsdchs03.htm

UNIV of New Mexico Study In Special Education
http://www.readingupgrade.com/html/rulohmanhawk.htm

San Dieguito District High School Study
http://www.readingupgrade.com/html/rusandieguito.htm

San Dieguito has gone district wide in Special Education and is now extending to ESL after
school.

SAN DIEGO ADULT LITERACY at Malcolm X library:
Director Chris MacFadden reported that students waiting for a tutor made one year’s reading
gain in 2-4 weeks. (At Cal Lit conference 2003)
POSSIBLE FACTORS FOR SUCCESS:
One on one instruction, privacy and immediate success break the cycle of failure, shame and
dropout.
This medium is attractive to kids.
This format exploits the strengths of adolescents.

DIRECTIONS FOR THE FUTURE:
The preliminary results of our eLearning courses show a simple solution for Adolescent and
Adult literacy. They are immediately deployable nationally and scale to the size of the
problem. This solution is well within the budget and has the potential for rapidly getting this
epidemic under control.

Winners: STUDENTS -dropout is prevented.
         Secondary reading and content teachers can now teach students who are reading at or
         close to grade level.

          STUDENTS who are at the postsecondary level and who are waiting to complete
          reading requirements for admission to the California State University & University
          of California (49% of applicants).

          Military, Prisons, Family Literacy

Large scale randomized controlled studies are needed. Hopefully the Department of Education
will partner with interested districts, researchers and us.



Selected References: Adolescent Literacy:

     References:

     DYSLEXIA

     (1) Bennet Shaywitz, Sally E. Shaywitz, Kenneth R. Pugh, W. Einar
     Mencl, Robert K. Fulbright, Pawel Skudlarski, R. Todd Constable, Karen
     E.Marchione, Jack M. Fletcher, G. Reid Lyon and John C. Gore.
     Disruption of Posterior Brain Systems for Reading in Children With
     Developmental Dyslexia Biological Psychiatry, Volume 52 No. 2 July 15,
     2002 pg.101

     (2) Usha Goswami, Jennifer Thomson, Ulla Richardson,
     Rhona Stainthorp, Diana Hughes, Stuart Rosen and Sophie K. Scott.
     Amplitude Envelope onsets and developmental dyslexia: A New hypothesis.
     Proc.Natl. Acad. Sci. USA, Vol.99. Issue 16, 10911-10916,August 6, 2002

     MUSIC AND THE BRAIN
3) Maess, B., Koelsch, S., Gunter, T.C. & Friederici, A.D. Musical
Syntax is processed in Broca’s area: an MEG study. Nature Neuroscience
4, 540-545(2001)



ADOLESCENT STRUGGLING READERS CAN BE TAUGHT TO READ

Effects of a Phonologically Driven Treatment For Dyslexia on
Lactate Levels Measured by Proton MR Spectroscopic Imaging.

Todd L. Richards, David Corina, Sandra Serafini, Keith Steury, Denise
R.Echelard, Stephen R. Dager, Ken Marro, Robert D. Abbot. Kenneth R.
Maravilla and Virginia W. Berninger.
American Journal of Neuroradiology 21:916-922 (May, 2000)

NOTE: The   READING UPGRADE intervention time is the same as in this
study and   reports from Georgetown and Torgeson. Difference: Mass
scale, no   teachers involved, self-paced, affordable and 30 -40 minutes.
3-5 times   a week for 4-8 weeks

THOUGH THEY MIGHT BE DEFICEINT IN TEXT LITERACY,
ADOLESCENT STRUGGLING READERS HAVE MULTIPLE LITERACIES

Special Themed Issue: Re/mediating adolescent literacies.
Allan Luke and John Elkins, Editorial, Journal of Adolescent & Adult
Literacy 43:5 February 2000

Reinventing adolescent literacy for new times:
Perennial and Millennial issues
E. Moje, J. Young, J. Readence and D. Moore,
Commentary, Journal of Adolescent and Adult Literacy 43:5, February 2000.

				
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