teachers' interpretation of accelerated christian education curriculum to teach reading, in private

115 Pages·2017·0.77 MB·English

TEACHERS’ INTERPRETATION OF ACCELERATED CHRISTIAN
EDUCATION CURRICULUM TO TEACH READING, IN PRIVATE
SCHOOLS IN LUSAKA DISTRICT.

BY
PRECIOUS ZULU

A dissertation submitted to the University of Zambia in Partial
fulfillment for the award of the Master of Education in Literacy and
Learning.

The University of Zambia
Lusaka

2016

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DECLARATION
I, Precious Zulu do declare that this work is my own and that the work of other persons
utilized in this thesis has been duly acknowledged. This work presented here has not
been presented previously at this or any other university for similar purposes.

Signed here in ………………………………………………………………………………….

Date …………………………………………………………………………………………….

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CERTIFICATE OF APPROVAL
This dissertation by Precious Zulu is approved as fulfilling part of the requirements for
the award of the degree of Master of Education in Literacy and Learning.

Signed…………………………………………………….Date………………………………

Signed……………………………………………………..Date………………………………

Signed………………………………………………………Date…………………………….

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ABSTRACT
Children are increasingly expected to progress in reading at a standard speed and
through one methodology. The Accelerated Christian Education (ACE) curriculum
developed in the 1970s in Garland, Texas by Dr. Donald Howard plays a role and
contributes to reading through the use of Individualized Instruction in teaching initial
literacy to Pre and Lower Primary school learners, as one of its special features.
The purpose of the study was to establish the understanding of the teachers who are
using the Accelerated Christian Education Curriculum to teach reading at Pre and lower
Primary school level, in private schools in Lusaka District. The study sought to establish
the teachers’ interpretation of the ACE programme in terms of its ability to produce
students who are capable of acquiring the basic skills of reading in initial literacy.
The study employed phenomenological design in which qualitative methods were
triangulated to describe snap shots of the population about which data was gathered.
The Mode of data collection, included interviews, observations and analysis of
documents. The sampling technique was purposive.
The major findings indicated that ACE reading program fosters development of the
Individual child to his full capacity. The program encourages individual progress with the
use of self-pacing. The initial diagnosis conducted for every pupil takes away
assumption based on chronological age or class expectations. The pupils continue on to
individual work once they are able to read.
Finally, it was recommended that local curriculum developers should tailor the literacy
curriculum according to individual needs of the learner to achieve the objectives of
literacy. Teachers and all other stake holders should consider individual needs as they
teach children to read, because with the right exposure, every child can learn to read.
The developers of ACE program should authorize printing of materials locally to reduce
the cost and delivery time.
Key words: literacy, reading, individualised instruction.
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DEDICATION

This piece of work is dedicated to my family for their unwavering support throughout my
study period.

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ACKNOWLEDGEMENT
First and foremost, I would like to thank the Lord Almighty who gave me the power and
ability to complete this research. I am highly indebted to Prof. A. Cheyeka, my
supervisor for his unreserved professional guidance and assistance. Special thanks go
to my husband and my children Chileshe, Mapalo and Malumbo for their understanding
and patience as I pursued my studies. Many thanks go to my mother and my brother
Vusi, for always encouraging me when I felt overwhelmed with work. My final gratitude
goes to the respondents for their cooperation and goodwill and time off their busy
schedules to attend to my work.

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TABLE OF CONTENTS
Declaration…………………………………………………………………….………… i
Certificate of Approval Form…………………………………………………………... ii
Abstract….………………………………………………………………………………. iii
Dedication...……………………………………………………………………………… iv
Acknowledgements…………………………………………………………………..... v
Table of Contents……………………………………………………………………….. vi

CHAPTER 1: BACKGROUND TO THE STUDY
1.1 Overview……………………………………………………………….……....... 1
1.2 Background to the study……………………………………………………….. 3
1.3 Statement of the problem……………………………………………………… 5
1.4 Purpose of the study…………………………………………………………… 6
1.5 Main Objective……………..……………………………………………………. 6
1.6 Specific Objectives……………..………………………………………………… 6
1.7 Research Questions……………………………………………………………… 6
1.8 Significance of the Study……………………………………………………….. 7
1.9 Scope of the Study……………………………………………………………… 7
1.10 Delimitations of the Study………………………………………………………… 7
1.11 Operational Definitions………………………………………………………..… 7
1.12 Conceptual Framework………………………………………………………….. 8
1.13 Ethical Considerations……………………………………………………………. 8
1.14 Summary…………………………………………………………………………… 9

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CHAPTER 2: LITERATURE REVIEW
2.1 Overview……………………………………………………………………….. 10
2.2 Theories of Learning…………………………………………………………….. 10
2.2.1 Behaviorist Theory…………………………………………………………….. 10
2.2.2 Constructivist Theory……………………………………………………….….. 13
2.2.3 Summary……………..………………………………………………………...... 15
2.3 Mastery Learning………………………………………………………………… 16
2.3.1 Individualised Instruction……………………………………………………… 21
2.4 The Accelerated Christian Education (ACE) Curriculum……….…………… 23
2.4.1 Curriculum……………………………………………………………………… 25
2.5 Principles of ACE Curriculum………………………………………………….. 25
2.5.1 Goal Setting……………………………………………………………………… 26
2.5.2 Character Building………………………………………………………………. 28
2.6 Literacy Aspect of the Curriculum……………………………………………… 28
2.6.1 Literacy Defined………………………………………………………………….. 28
2.6.2 Reading…………………………………………………………………………… 32
2.6.3 ACE Reading Program…………………………………………………………. 35
2.6.3.1 Kindergarten with Ace and Christi……………………………………………. 35
2.6.3.2 ABCs Ace and Christi………………………………………………………….. 35
2.6.3.3 Speaking English with Ace and Christi………………………………………. 35
2.6.3.4 Reading Readiness Test………………………………………………………. 36
2.6.4 Assessment……………………………………………………………………… 37
2.6.5 ACE Assessment of Reading…………………………………………………… 39
2.7 Studies Conducted outside Zambia…………………………………………. 39
2.8 Summary………………………………………………………………………. 44

CHAPTER 3: METHODOLOGY
3.1 Overview……………………………………………………………………….. 45
3.2 Research Approach……………………………………………………………. 45
3.2.1 Qualitative Research…………………………………………………………. 46
3.3 Research Design……………………………………………………………….. 47
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3.4 Study Population………………………………………………………………. 48
3.5 Study Sample…………………………………………………………………… 48
3.6 Sampling Technique……………………………………………………………. 49
3.7 Instruments for Data Collection………………………………………………… 50
3.8 Procedure for Data Collection………………………………………………….. 50
3.8.1 Interviews…………………………………………………………………………. 50
3.8.2 Observation………………………………………………………………………. 51
3.8.3 Document Analysis……………………………………………………………… 52
3.9 Data Analysis Procedure……………………………………………………….. 52
3.10 Confidentiality…………………………………………………………………… 53
3.11 Summary……………………………………………………………………….. 53
CHAPTER 4: PRESENTATION OF FINDINGS
4.1 Overview.……………………………………………………………………….. 54
4.2 Administering the ACE System………......................................................... 54
4.2.1. Interviews………………………………………………………………………… 54
4.2.2.1Teachers Interview……………………………………………………………… 54
4.2.2.2 Student Offices…………………………………………………………………. 54
4.2.2.3 Procedure for Scoring………………………………………………………….. 55
4.2.2.4 Goal Setting……………………………………………………………………… 55
4.2.2.5 PACEs……………………………………………………………………………. 56
4.2.2.6 Assessment……………………………………………………………………… 56
4.2.2.7 Teacher –Learner Relationship……………………………………………….. 56
4.2.2.8 Experience with other Programs……………………………………………… 57
4.3 Strategies used to achieve Reading Objectives……………………………… 57
4.3.1 Teacher Interview……………………………………………………………….. 57
4.3.2 Strategies used to teach Reading…………………………………………….. 58
4.3.2.1 Introduction of the Lesson…………………………………………………….. 58
4.3.2.2 Mastering and Forming Letters………………………………………………… 60
4.3.2.3 Library Time…………………………………………………………………… 60
4.4 Perceived strengths and weaknesses of the system…………………….. 61
4.4.1 Strengths and weaknesses……………………………………………………. 61
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4.4.2 Concluding Remarks……………………………………………………………. 61
4.4.3 Pupil Interviews………………………………………………………………….. 62
4.4.3.1Background………………………………………………………………………. 62
4.4.3.2 Individualised Instruction………………………………………………………. 62
4.4.3.3 Assessment……………………………………………………………………. 63
4.4.3.4 Teacher- Pupil Relationship………………………………………………….. 63
4.4.3.5 Strengths and weaknesses……………………………………………………. 64
4.5 Management and Implementation of the program……………………………. 64
4.5.1 Head of Department Interview………………………………………………….. 64
4. 6 Document Analysis………………………………………………………………. 65
4.7 Observation……………………………………………………………………….. 66
4.7.1 Classroom Activities……………………………………………………………... 66
4.7.2 Reading Lessons……………………………………………………………… 67
4.7.3 Teacher – Learner Relationship………………………………………………. 68
4.7.4 Availability of Resources………………………………………………………… 68
4.7.5 Assessment………………………………………………………………………. 68
4.8 Summary………………………………………………………………………… 68

CHAPTER 5: DISCUSSION OF FINDINGS
5.1 Overview……………………………………………………………………….. 69
5.2 Administration of the ACE Program…………………………………………… 69
5.2.1 Student Offices…………………………………………….…………………….. 69
5.2.2 Procedure for scoring………………..………………………………………….. 69
5.2.3 Goal Setting………………………………………………………………………. 71
5.2.4 PACEs……………………………..……………………………………………… 72
5.2.5 Assessment…………………………...………………………………………….. 72
5.2.6 Teacher-Pupil Relationship……………………………………………………... 73
5.3 Strategies used to Achieve Reading Objectives…………………………….. 73
5.4 Perceived Strengths and Weaknesses……………………………………… 75
5.4.1 Strengths………………………………………………………………………… 75
5.4.2 Weaknesses……………………………………………………………………… 75
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