READ090 Introduction to College Reading
Department of Language & Literature: Reading
- I. Course Number and Title
- READ090 Introduction to College Reading
- II. Number of Credits
- 3 credits
- III. Number of Instructional Minutes
- IV. Prerequisites
- Reading Placement test score Level 1, or completion of AESL 103 (C or better), or permission of the Department of Language and Literature
- V. Other Pertinent Information
This course is mandatory for students who score at Level 1 on the College's reading placement test. It must be taken the semester immediately following the test.
Students scoring into READ090 are limited in their enrollment to certain courses until they pass READ090 with a grade of C or better.
READ090, like other developmental courses, is non-transferrable.
- VI. Catalog Course Description
- This introductory course prepares students to read college textbooks and related course material. Emphasis is on developing the ability to apply, monitor, and adjust reading strategies for increased understanding. Topics include comprehension and critical reading skills, vocabulary development, and basic college success skills.
- VII. Required Course Content and Direction
Course Learning Goals
- develop a repertoire of strategies to determine the meaning of unknown words;
- improve comprehension and critical reading skills;
- interpret and organize printed material;
- demonstrate increased comprehension of written material through the development of the metacognitive skills necessary to monitor their comprehension and to apply and adjust their reading strategies for increased understanding;
- effectively utilize the College's website and learning resources; and
- demonstrate reading proficiency at Level 2 as measured by a department-approved reading assessment test.
Planned Sequence of Topics and/or Learning Activities
Reading is the primary activity of the course. However, the purpose for reading varies based on the course objectives. Throughout the course of the academic term, students read various materials of increasing complexity and length in order to:
- generate appropriate meaning for unfamiliar words through the use of the dictionary, structural analysis, and/or context clues;
- analyze short paragraphs and complete related quizzes and activities to build comprehension skills, such as identification of topic, main idea, details, transition words, and organizational patterns;
- distinguish fact from opinion, identify the author's purpose and tone, and formulate valid conclusions based on stated and implied information;
- organize printed information through such strategies as marking and annotating text, mapping and/or outlining;
- interpret charts and graphs;
- engage in prereading activities designed to preview material and activate background knowledge;
- select, apply, monitor, and adjust reading strategies for increased understanding and learning;
- explain how to activate prior knowledge, set a purpose for reading, predict outcomes, utilize knowledge of rhetorical structure, and select strategies to achieve comprehension;
- increase metacognitive awareness and develop strategies and skills to improve reading comprehension and retention by keeping reading logs that contain both process entries where students reflect on how they learn or understand and reaction entries, which focus on what they have learned;
- utilize Student Information System to print program evaluations, select courses, and create a class schedule for the following semester; and
- complete a Library orientation and a related follow-up activity.
Assessment Methods for Course Learning Goals
- take quizzes and tests;
- complete computerized assessments;
- complete homework assignments;
- write a minimum of five (5) summaries that demonstrate ability to understand the author's purpose and central point and to recognize the major details used to develop the thesis and the essay's organization and that also include personal reactions to the material reflecting how this information relates to and/or changes the student's current attitudes and/or knowledge;
- write a reflective essay at the beginning and end of the semester that describes themselves as readers and that evaluates their ability to utilize reading strategies and metacognitive awareness to facilitate comprehension;
- compare reflective essays written at the beginning and end of the semester to assess skill development and metacognitive growth;
- monitor their progress and document their achievement of course outcomes by compiling a portfolio of work that demonstrates effort, progress, mastery, and reflection on the learning process;
- meet with the instructor throughout the semester to review the portfolios to provide both formative and summative assessment of the process and outcomes of learning; and
- assess final reading level by completing the College's reading placement test.
Reference, Resource, or Learning Materials to be used by Student:Students use reading skills textbooks, authentic materials, such as novels, newspaper articles, college textbook chapters and websites, computer-assisted tutorials, reading journals, and portfolios.
Review/Approval Date - 4/07; Revised 02/2011;