An A.C.E. Reading Systems Testimony

Following are comments made by a Junior Room teacher after several years of using both of the A.C.E. learning to read programmes.

WHY DO WE USE A PHONICS APPROACH?

A.C.E. has two programmes for children who do not know how to read. The Preschool with Ace and Christi (Reading Readiness) programme and the ABC's of A.C.E. (Learning-to-Read) programme.

The Reading Readiness Programme complements the ABC's of A.C.E. programme with the same philosophy, phonics and 'friendly animals'. It is beneficial for students to use both of these programmes so as to 'dovetail' all methods and concepts for easier learning. If a child learns "Apple - A" one year and 'Antelope - A" the following year, he becomes confused, not realizing they are the key pictures for the same sound. The child needs to learn the ABC's, using one method throughout his complete learning-to-read years.

The ABCs. Reading Readiness programme is designed to develop the basic skills that prepare a child to be ready to learn to read. Four, five and six-year-olds and any other children not ready to read should do a full year in this programme. The PR programme is based on a complete scope and sequence of concepts and skills needed to prepare a child to be ready to read, while he is learning social skills, the wonders of God's world, and the reality of God's love. Cartoon animal, songs and stories, PACEs, physical development activities and 'Bible stories are employed to foster quick learning of the letter sounds, to encourage understanding of number concepts and word relationships, to strengthen visual, auditory, and coordination skills, and to build Christian character.

One of the basic 35 letter sounds is presented each week intensive attention is given to each sound. Many activities of the week reinforce the letter sound. The daily programme is interwoven with concepts being taught during the week. All activities are structured to develop and strengthen rotor, coordination, visual, auditory, Communication, and social skills.

Children learn through listening. It is vital for children to learn listening skills. The RR Programme offers plenty of opportunity for the children to listen.

The ABC's of A.C.E. programme utilizes a number of outstanding reading tools - a specially developed alphabet sequence, songs for each sound, poems, displays and physical activities.

Mastery of basic skills must take place in the first three years of schooling or the child will be academically handicapped throughout his schooling. If the child builds a good base in reading, language, and mathematical skills, he can usually achieve independently in later years.

The principle of 'mastery" is best understood in relation to the principle of exposure. In conventional methodology involving 'sight reading,' a child may be exposed to material prematurely and not really learn it. The next time he is exposed, when the material comes back around in the curriculum spiral he bas another opportunity to learn it. For some academic details this is acceptable but not for the basics, the tools with which all other academics are built. Basics are sequentially introduced beginning in the RR programme and ABC's of A.C.E. programme and continuing throughout the first three levels of the A.C.E. curriculum. Moreover, each student is individually required, during this period, to master each fundamental tool before proceeding to new material. Confidence is built as the student gains a firm understanding of foundational skills.

This learning to read programme has been developed expressly for the A.C.E individualized learning system. We recognize the fact that a child must be able to identify and correctly write the letters of the alphabet, recall and say each letter sound, blend these phonetic sounds together to form words, and learn to take responsibility for learning before he is capable of learning on his own through self-instructional materials.

An important part of the programme is to learn the shapes of the letters very thoroughly. Research has shown that students need to learn the letter through their eyes (seeing the shape of the letter),through their ears (hearing the sound repeatedly), and through their touch and muscular movement. Therefore, many approaches are used to get the student to perceive the letter and experience it, as much as possible, through his senses.

WHAT SORT OF RESULTS ARE WE GETTING?

This system produces children who have the skills to attack (work out) words that they have not encountered before by phonically sounding out and blending letters together. We have had inquiries from parents of children in other schools for help to teach their children to read, as they feel their children need more to help them learn to read. Parents who come into the school to hear children read have been astounded at the ability the younger children have in reading.

HOW DO STUDENTS WHO TRANSFER IN FROM OTHER SCHOOLS COMPARE?

We have had older students from other schools come into our system with reading difficulties who have completed this programme and gained great confidence when experiencing the thrill of being able to read.

Added comments made by the principal:

Some extra thoughts from me would include the fact that we have had 3 I.H.C children learn to read (up to approx. a 9-10 year level) and that children coming from other schools are generally behind others of a similar age in reading ability and of course have no (or little) word attack skills other than guessing.

An illiterate father, on seeing how his sons learned to read on the ABCs, opted for the same course. He not only learned to read the first year but also completed 135 PACEs and was substantially promoted at work because he could now read.

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