utilizes a multi-sensory approach to help students
develop the skills of a strong reader as indicated in the report of the National
Reading Panel (2000): phonics, phonemic awareness, fluency, vocabulary, and comprehension.
For those students who have difficulty identifying sounds and decoding words processing,
we use curricula to develop accurate phonics (sound-symbol associations) and stimulate
phonemic awareness so that students can distinguish, identify, and sequence sounds
in words. With good phonemic awareness skills in place, students practice
recognizing frequent letter patterns, or “sight words,” to produce automaticity
in reading. We strengthen visual memory by stimulating the brain to create
mental images of letters. This strengthens the brain’s imaging capability and
produces a quick, reflex-like connection between words and the accompanying
sounds. The result is fluency—clear, independent, fluid reading.
meaning from the words we read in books, magazines, newspapers, street signs or
cereal boxes is primary goal of reading. It’s what connects us to the world
around us. So all reading instruction eventually shifts from “learning to read”
to “reading to learn.” The emphasis is placed on understanding the meaning of
the words and the text, which is heavily dependent on concept imagery (the
ability to mentally generate a pictorial representation of information). At
Acelin, we develop students’ concept imagery skills, thereby
enabling them to understand what they read—both at the word level (vocabulary)
and in connected text (comprehension). With practice, students will not only have
good comprehension skills, but also have solid higher order
thinking skills for making inferences, drawing conclusions, perspective taking, and argumentation.