How America’s Phonics should be used

·         America’s Phonics has been written in the belief that advantage can be added to the learning process for all students using multi-sensory techniques. While there is no objection to including students who have difficulty in the development of language skills, a broader definition of students is sought which includes those with typical and superior natural ability.  Extensive research and experience tells us that individuals receive and retain information through the sensory avenues with differing degrees of effectiveness regardless of overall abilities. It follows that effective teaching of America’s Phonics is contingent on an appreciation of multi-sensory methods of communication. 

·         America’s Phonics enrollment pre-supposes a thorough knowledge of the alphabet. Initial exercises in the Level 1 Workbook are designed to give evidence that students are ready to undertake the work that will follow. This implies that students should not be enrolled too early and perhaps this means that those ready for grade two are the best candidates to start at the beginning of America’s Phonics. Beyond this America’s Phonics is designed to make multiple passes through the phonics elements embodied in it, meaning that; older students can enter into the program at Level 2 or even Level 3 without missing all the crucial fundamentals. This means that the enrollment of students requires a thorough understanding of the America’s Phonics curriculum, and a knowledge of each student’s particular skills to assure the best initial placement. 

·         America’s Phonics is designed as two programs, one taught at the computer and the other taught at the desk. These programs are designed to be closely coordinated. They can be taught by one teacher with the class moving from one setting to the other, or they can be taught in a team teaching mode. In either case, America’s Phonics curriculum differs from common curricula. Teachers must be willing and able to use computers and conventional methods in combination. 

·         The authors have brought vast experience to the writing of America’s Phonics. A great deal of effort was made to integrate variety into the program to avoid the need for “side trips” to relieve monotony. The program stays “on task” and desired levels of achievement will be reached most quickly if outside materials are not mixed with this highly structured program. Other language related experiences are important but they should take place in language arts, social studies, current events projects, or other places outside of classes on America’s Phonics. For best results, teachers should avoid the temptation to customize America’s Phonics classes and simply follow the program as it progresses from lesson-to-lesson. 

·         Change is the one constant in the technology that unfolds before us today. The publisher of America’s Phonics believes that we can decide to use this technology, or otherwise, somehow, be used by it.  We therefore intend that America’s Phonics be redeveloped as new stages of technology present themselves. A user of America’s Phonics should be prepared intellectually and financially to advance with new and upgraded equipment as it becomes available. 

·         Some phonics based language programs require teachers to undergo a long and involved teacher training program. This is not necessary in America’s Phonics because technicalities are all “pre-solved.”  The correct coding of all words used is presented via the computer and in the custom dictionaries. The sound of all of the symbols and all of the words are on file in the computer. A teacher need not be a finished expert in these specifics to teach America’s Phonics. However, any classroom teacher or private tutor should take the recommended training to gain a thorough understanding of  the program and to develop an appreciation for the discipline required in its use.