ENGL 030 - Preparatory Reading

3 Credits: (3 lecture)

Course Description
This course is designed for students requiring reading skill development and review. Reading skills will be strengthened and new comprehension and retention strategies will be taught. 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 030 is a prerequisite for ENGL 101.

Smith, Brenda D., and LeeAnn Morris. Bridging the Gap: College Reading. 13th ed., Pearson/Longman, 2020.  

Collins, Suzanne. The Hunger Games. Scholastic, 2008.

     OR 

Roth, Veronica. Divergent. Katherine Tegen, 2012. 

     OR 

A similar novel or novella selected by the instructor. 

Objectives
The student will be able to: 

A. Utilize different reading strategies (pre, during, and post reading) to master 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. Practice context clue and word segmenting skills to find meanings for new vocabulary. 

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

F. Practice peer-editing skills for assigned writings. 

G. Employ effective test-taking skills. 

Content
A. Reading comprehension and retention strategies.  

B. Group and individual analysis of readings using critical reading, writing, and reasoning. 

C. Vocabulary building strategies. 

D. Text study strategies and techniques. 

E. Summation techniques with documentation. 

F. Peer-editing strategies and techniques. 

G. Test-taking strategies. 

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

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

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

For objective D. Vocabulary quizzes. 

For objective E. Summaries with documentation. 

For objective F. Peer editing, group projects, and writing rubrics. 

For objective G. Chapter exams, reading passage and vocabulary quizzes. 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.  

Lipson, M. Y., and K.K.Wixson, Assessment and Instruction of Reading and Writing Difficulty An Interactive Approach. 3rd ed., Allyn and Bacon, 2003.  

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

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

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

“The Reading Brain.” Psychology Matters. Jan. 2006, www.psychologymatters.org/brain read.html.   

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.

Shaywitz, S. E. “What Neuroscience Really Tell Us About Reading Instruction.” Educational Leadership, vol. 64, no.5, 2007, pp.74-76. Teacher Reference Center.  

Willis, J. “Toward Neuro-logical Reading Instruction.” Educational Leadership, vol. 64, no.6, 2007, pp. 80-82. Teacher Reference Center.  

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