ENGL 029 - Developmental Reading

4 Credits: (4 lecture)

Course Description
This course is designed for students requiring in-depth reading skill development and review. Its focus is intensive practice and reinforcement of essential comprehension and retention skills. The student will review vocabulary, study and test-taking strategies, and summation techniques. 

Prerequisite A grade of C or better of all students enrolled in ENGL 029 is a prerequisite for ENGL 101.

McWhorter, Kathleen T. Guide to College Reading. 11th ed., Longman, 2017.  

Morpurgo, Michael. War Horse. Scholastic, 2010.  

     OR 

A similar novel selected by the instructor. 

Objectives
The student will be able to: 

A. Apply pre, during, and post reading comprehension strategies to a variety of expository and fictional readings. 

B. Respond to readings through annotating text, participating in discussions, reacting in writing, and answering comprehension questions.  

C. Analyze text using critical reading, writing, and reasoning skills. 

D. Use contextual clues, word structure, and dictionaries to aid word recognition and word meaning. 

E. Apply summation techniques for non-fictional and fictional readings. 

F. Employ effective test-taking skills. 

G. Vary rate and pace to suit both need and material. 

Content
A. Reading comprehension and retention strategies. 

B. Group and individual analysis of sentences, paragraphs, and readings. 

C. Vocabulary building strategies. 

D. Text study strategies using critical reading, writing, and reasoning. 

E. Summarization techniques with limited documentation. 

F. Peer-editing strategies and techniques. 

G. Fluency rate adjustments. 

Student Evaluation
A. Chapter exams, reading passage and vocabulary quizzes. 

B. Reading passage quizzes, journals, group projects, homework, and class participation. 

C. Reading passage quizzes, journals, group projects, homework, and class participation. 

D. Reading passage and vocabulary quizzes. 

E. Peer editing and summaries with limited documentation. 

F. Chapter exams, reading passage and vocabulary quizzes. 

G. Timed readings. Bibliography
Aaron, Jane E., The Little Brown Compact Handbook. 9th ed., Pearson, 2016. 

Collins, Marva. Marva Collins’ Way: Returning to Excellence in Education. Jeremy P. Tarcher, 2000. 

Hoeffner, Lisa and Kent. Common Places: Integrated Reading and Writing. McGraw- Hill, 2015. 

Liff, Suzanne, and Joyce Stern. Experience Reading. McGraw-Hill, 2012. 

McWhorter, Kathleen T. In Concert: Reading and Writing. 2nd ed., Pearson 2015. 

Rapchak, Marcia E., et at. “Information Literacy and Adult Learners.” Adult Learning vol. 26, no. 4, 6 Nov. 2016, pp. 135-142. Professional Development Collection. 

Saxon, D. Patrick, Nara et al. “NADE Members Respond: Best Practices and Challenges in Integrated Reading and Writing, Part 1.” Journal of Developmental Education, vol. 39, no. 2, 2016, pp. 32-34. Professional Development Collection. 

Smith, Brenda D., and LeeAnn Morris. Bridging the Gap: College Reading. 12th ed., Pearson/Longman, 2017. 

Spain, Shafonda. “The Influence of Developmental Reading Education on Student Achievement.” ProQuest LLC, 2013, ERIC.  

Willingham, Donna, and Debra Price. “Theory To Practice: Vocabulary Instruction In Community College Developmental Education Reading Classes: What The Research Tells Us.” Journal Of College Reading And Learning, vol. 40, no.1, 2009, pp. 91-105. ERIC.  

“Wired for Reading: Brain Research May Point to Changes in Literacy Development.” Edutopia: What Works in Public Education, 2008, www.edutopia.org/pring/5914.