Acacia Academy Reading Program

Word recognition, word attack, decoding/phonetic analysis, and phonology instruction:

  • Students that find it difficult to analyze the unknown word may often be presented with a multisensory, step-by-step structured phonetic approach. Programs such as those presented via an Orton-Gillingham methodology are utilized. These programs may include but certainly are not limited to The Wilson Reading Program, The Slant Reading Program, and/or Project Read.
  • Lindamood-Bell educational programs are also used to further develop word recognition, word attack, decoding/phonetic analysis, phonological processing. These programs also improve auditory memory, auditory analysis, synthesis and discrimination.

Vocabulary development:

  • In addition to the study of word meanings, synonyms, antonyms, word analogies, context clues, and etymology, students learn to visualize the term and discuss the meaning.
  • Lindamood-Bell materials and computer programs such as: Visualizing and Verbalizing are used to further vocabulary development and concept imagery.

Reading comprehension and comprehension recall:

  • Reading comprehension is taught using a variety of materials that help the student not only understand what s/he is learning but also remember what is read. To improve reading comprehension, students may be taught:

Metacognition or metacomprehension skills to develop the ability to concentrate on what is read. The student should be taught to:

    • Read the title, boldface headings, and hypothesize what might happen.
    • Read the first page or paragraph and hypothesize what might happen next.
    • Continually question what will happen. Learn to generate questions as the material is read and guess what might happen.
    • Summarize context as it is read. Reevaluate personal predictions at the end of each section or chapter.
    • Obtaining literal meanings: understand details, ways to secure main ideas, recall sequence, and follow written directions.
  • Understand implied meanings: understand characterization and setting, sense relationships, predict outcomes, draw conclusions, and make generalizations.
  • Creative reading (going beyond author’s message): such as the ability to use the author’s and reader’s ideas to solve a problem and the ability to use author’s ideas as a springboard to new ideas.








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