This is an archived copy of the 2023-24 Catalog. To access the most recent version of the catalog, please visit http://catalog.jccc.edu/.

Courses

RDG 096 Academic Reading* (3 Hours)

Prerequisites : (EAP 096 or EAP 111) and (EAP 086 or EAP 115) and (EAP 076 or EAP 122) or completion of JCCC placement requirements or department approval.

This is the mandatory reading course based on JCCC assessment scores, and successful completion of this course is required to exit the assessment mandate. It is designed for students who need to improve their understanding of written expression. The focus of this course is higher-level comprehension and vocabulary skills. Students use written materials to apply and practice skills learned in the class and to provide a background for written assignments. This course does not fulfill degree requirements.

RDG 110 Targeted Reading Improvement (1-3 Hour)

Targeted Reading Improvement is a directed, structured learning experience offered as an extension of the regular curriculum. It is intended to allow individual students to broaden their comprehension of the principles of and competencies associated with the discipline or program. Its purpose is to supplement existing courses with individualized, in-depth learning experiences. Such learning experiences may be undertaken independent of the traditional classroom setting but will be appropriately directed and supervised by regular instructional staff. Total hours vary based on the learning experience. This is a repeatable course and may be taken more than once for credit.

RDG 120 Reading Effectively Across Disciplines (1 Hour)

Upon completion of this course, students will be able to apply specific text strategies that relate to paired-course materials. Students will engage in small group work to further understanding, and independently practice with paired-course texts with immediate professor feedback. The focus of this course is to enhance student success and retention. Students will reflect on their application of the skills in an effort to transfer the skills to future coursework. This is a reading course designed as a paired-course for students who are enrolled in any text-heavy course.

RDG 127 College Reading Skills* (3 Hours)

Prerequisites : (RDG 096 or RDG 126) or completion of JCCC placement requirements.

In this advanced course, designed for students who wish to further improve their reading, students will develop critical reading skills, expand background knowledge through reading, increase vocabulary, develop flexible reading techniques, and improve study and writing skills. Students use selected periodicals to apply and practice skills learned in the class and to provide a background for written assignments and class discussions.

RDG 292 Special Topics: (1-3 Hour)

This course periodically offers specialized discipline-specific content related to the study of academic reading, not normally taught in the curriculum to interested and qualified students. This is a repeatable course and may be taken more than once for credit.

RDG 096

Title: Academic Reading*
Number: RDG 096
Effective Term: 2023-24
Credit Hours: 3
Contact Hours: 3
Lecture Hours: 3

Requirements:

Prerequisites: (EAP 096 or EAP 111) and (EAP 086 or EAP 115) and (EAP 076 or EAP 122) or completion of JCCC placement requirements or department approval.

Description:

Textbooks:

http://bookstore.jccc.edu/

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

Read in a silent, sustained reading situation by participating in the classroom reading program to improve baseline silent reading skills.
Apply flexible reading strategies.
Apply word-study strategies.
Apply specific metacognitive strategies and appropriate vocabulary and comprehension techniques.
Demonstrate increased reading comprehension by achieving department exit competencies.

Content Outline and Competencies:

I. Baseline Reading Skills

A. Complete pretest to determine baseline reading performance.

B. Participate in the Sustained Silent Reading (SSR) program throughout the semester.

II. Metacognitive Strategies

A. Identify stated main idea statements from passages.

B. Identify implied main idea statements from passages.

C. Identify details which support the main idea.

D. Differentiate between major and minor details.

E. Summarize and/or paraphrase content of written passages.

F. Draw conclusions based on information given in written passages.

G. Interpret figurative language in written passages.

H. Identify biased language in passages, editorial cartoons and/or advertisements.

I. Interpret information presented in graphic format.

J. Apply appropriate strategy to reading materials.

K. Identify patterns of organizations within written passages.

III. Word Study Strategies

A. Use context clues to determine meaning of unknown words.

B. Demonstrate knowledge of word elements (prefixes, roots, suffixes and meanings).

C. Select appropriate dictionary definitions for words with multiple meanings.

D. Distinguish between connotation and denotation.

IV. Reading Study Strategies

A. Demonstrate stages of textbook reading.

B. Produce a set of organized notes from information.

V. Reading Improvement (must meet 2 or more) Department Competencies

A. Demonstrate improvement in reading skills.

B. Demonstrate improvement in reading level.

C. Demonstrate improvement on the JCCC institutional assessment.

Method of Evaluation and Competencies:

The grade for the course will be based on the student’s participation in class and completion of all assignments, including homework, in-class work, quizzes, participation in silent reading program, tests and final exam.

10-15% Silent Reading
35-60% Assignments (in class and homework)
25-40% Tests and Quizzes

Total: 100%

Grade Criteria:

92 – 100% = A
82 – 91% = B
73 – 81% = C
67 – 72% = D
0 – 66% = F

Caveats:

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

RDG 110

Title: Targeted Reading Improvement
Number: RDG 110
Effective Term: 2023-24
Credit Hours: 1 - 3
Contact Hours: 1 - 3
Lecture Hours: 1 - 3

Description:

Textbooks:

http://bookstore.jccc.edu/

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

Demonstrate familiarity with academic readings.
Define and explain key academic reading terms.
Explain and demonstrate appropriate academic reading strategies.
Employ metacognition by assessing self-learning process.
Design a personalized process to apply knowledge of the selected topic.

Content Outline and Competencies:

I. Academic Readings

II. Academic Vocabulary

III. Academic Reading Strategies

IV. Metacognition

V. Assessment

Method of Evaluation and Competencies:

Evaluation will be based on typical assignments such as: readings, discussion, written assignments, research, individual or group projects, etc., dependent upon the needs of the student.

Grade Criteria:

90 - 100% = A
80 - 89% = B
70 - 79% = C
60 - 69% = D
0 - 59% = F

Caveats:

Student Responsibilities:

Disabilities:

RDG 120

Title: Reading Effectively Across Disciplines
Number: RDG 120
Effective Term: 2023-24
Credit Hours: 1
Contact Hours: 1
Lecture Hours: 1

Description:

Textbooks:

http://bookstore.jccc.edu/

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

Explain and demonstrate reading strategies appropriate to paired discipline.
Differentiate between text strategies based on purpose of reading.
Apply the stages of the reading process to paired course texts.
Design a personalized process to acquire discipline-specific vocabulary.
Employ metacognition by assessing self-learning process.

Content Outline and Competencies:

I. Discipline-Specific Text Strategies

A. Demonstrate appropriate annotation strategy.

B. Employ a variety of individualized discipline-specific comprehension strategies to texts and/or research.

C. Summarize main ideas and details.

II. Reading Purpose

A. Set and evaluate purposes for reading.

B. Adjust speed to reading purpose and style of text. 

C. Differentiate strategy application to fit purpose.

III. Stages of the Reading Process

A. Preview the text and make predictions. 

B. Activate prior knowledge and make connections.

C. Apply the reading process to check, monitor, and improve focus.

D. Assess the reading process and materials for appropriate reading strategies.

IV. Vocabulary

A. Practice using multiple vocabulary strategies to enhance comprehension of content.

B. Apply discipline-specific vocabulary building and word study strategies.

C. Utilize college-level, discipline-based vocabulary.

D. Evaluate effectiveness of vocabulary acquisition, comprehension and usage.

V. Metacognition

A. Measure growth through pre and post testing.

B. Monitor comprehension and clarify meaning to construct logical inferences.

C. Assess performance on paired-course content.

D. Adjust strategy usage appropriately.

Method of Evaluation and Competencies:

25-40%: Tests and quizzes
35-60%: Assignments
10-15%: Pre and post assessments

Total: 100%

Grade Criteria:

90 - 100% = A
80 - 89% = B
70 - 79% = C
60 - 69% = D
0 - 59% = F

Caveats:

Students should also be enrolled in a college-level course which requires academic reading of text materials such as textbooks, research articles, primary source materials, manuals, etc.

Student Responsibilities:

Disabilities:

RDG 127

Title: College Reading Skills*
Number: RDG 127
Effective Term: 2023-24
Credit Hours: 3
Contact Hours: 3
Lecture Hours: 3

Requirements:

Prerequisites: (RDG 096 or RDG 126) or completion of JCCC placement requirements.

Description:

Textbooks:

http://bookstore.jccc.edu/

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

Read in a silent, sustained reading situation as a result of participating in classroom reading program.
Derive word meanings from context clues and structural analysis and increase facility with word meanings through analogies.
Apply appropriate study skills to reading assignments.
Identify, understand and identify the main points and supporting subpoints from long passages in a small amount of time.
Make valid critical judgments on materials read.
Use flexible reading rates.
Demonstrate an increased knowledge of other cultures.
Discuss current controversial issues.
Demonstrate improved writing skills as a result of writing activities, including summaries of a minimum of six passages throughout the semester.
Read at an appropriate level as measured by a standardized reading test.

Content Outline and Competencies:

I. Complete Standardized Reading Pretest to Determine Baseline Reading Performance

A. Students will complete a pretest on vocabulary

B. Students will complete a pretest on comprehension

*C. Students will complete a pretest on reading rate

II. Demonstrate the Ability to Read in a Silent, Sustained Mode by Participating in the Classroom Reading Program Throughout the Semester

*A. Students will read two to three books during the semester. These books will be chosen by the students and will not be required reading for another course

B. Students will keep a journal with at least two entries per week. Each entry will include one paragraph summarizing the reading and one paragraph of reaction to the material

III. Derive Word Meanings From the Use of Context Clues and Structural Analysis and to Increase Facility With Word Meaning Through Study and Use of Analogies

*A. Students will encounter six sets of college level words presented to typify four specific ways to use context clues to derive word meaning

*B. Students will turn in 50 notecards each, featuring unfamiliar words encountered in “free reading” books, selected periodicals, or textbooks

*C. Students will go over four sets of college-prep Greek and Latin word parts, practicing deriving meaning from unfamiliar words by using these roots, prefixes, and suffixes

*D. Students will analyze methods of figuring out analogies, using two different sets of analogies

IV. Apply Specific Metacognitive Strategies to Written Selections.

*A. Students will preview/survey textbooks

*B. Students will underline and mark sample text selections

*C. Students will practice skimming and scanning text selections

V. Identify and Draw the Main Points and Supporting Subpoints From Long Passages in a Small Amount of Time by Reading and Discussing Articles in Class

*A. Using articles of five or more pages, students will identify topics and main ideas during 10-15 minute class periods

*B. Using articles of five or more pages, students will identify major and minor supporting ideas

VI. Make Valid Critical Judgments on Materials Ready Establishing Author's Purpose, Identifying Bias, and Assessing Background Information

*A. Read articles and identify author’s purpose

B. Read article and identify author’s bias

C. Assess individual background information regarding a reading selection

VII. Use Flexible Reading Rates by Establishing Current Reading Rate and Practicing Timed Readings With a Variety of Selections

*A. Students will take a lengthy reading rate test to determine current reading rate and comprehension

*B. Each week during the second half of the semester, students will take timed readings with comprehension checks using selections of varied difficulty and length

VIII. Demonstrate an Increased Knowledge of Other Cultures and Controversial Current Issues

*A. Discuss relevant articles from selected periodical, concentrating on different cultures

*B. Discuss relevant articles from selected periodical, concentrating on controversial current issues

IX. Produce Improved Writing Skills as a Result of Classroom Writing Activities

*A. Write at least eight summaries of articles from selected periodicals identifying main ideas, supporting details and drawing conclusions

*B. Respond to various types of literary genre through discussion and reflective writing

X. Complete Post-test to Determine Current Reading Level as Compared to Pretest Reading Level

* Indicates specific elements present in this advanced course but not present in preceding reading courses.

Method of Evaluation and Competencies:

The grade for the course will be based on student participation in class and completion of all assignments, including homework, in-class work, quizzes, participation in silent reading program, tests, and final exam.

Grade Criteria:

90 - 100% = A
80 - 89% = B
70 - 79% = C
60 - 69% = D
0 - 59% = F

Caveats:

Student Responsibilities:

Disabilities:

RDG 292

Title: Special Topics:
Number: RDG 292
Effective Term: 2023-24
Credit Hours: 1 - 3
Contact Hours: 1 - 3
Lecture Hours: 1 - 3

Description:

Textbooks:

http://bookstore.jccc.edu/

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

Demonstrate familiarity with academic readings within the selected topic.
Define and explain key terms within the scope of the topic.
Explain and demonstrate appropriate academic reading strategies.
Employ metacognition by assessing self-learning process.
Design a personalized process to apply knowledge of the selected topic.

Content Outline and Competencies:

Because of the nature of a Special Topics course, Content Outline and Competencies will vary depending on the Special Topic being offered. The Special Topics course outlines must be designed in the standard format for all JCCC-approved courses and must include the standard course objectives for a Special Topics class. The course Content Outline and Competencies must be written in outcome-based language. In order to maintain course consistency, rigor and uniqueness, each section of this course first must be reviewed and approved by the Reading Faculty prior to its being offered. The Academic Support Division Curriculum Committee and the Division Dean will review each Special Topics course to be offered and approve the course content. The AS Division will also determine when and if the course may be taught based on the instructional needs of both the department and the division. Individual faculty members are responsible for the creation of Special Topics courses and for seeking approval to teach them. Any specific Special Topics topic may not be repeated within a 2 year sequence.

Method of Evaluation and Competencies:

Evaluation will be based on typical assignments such as: readings, discussion, written assignments, research, individual or group projects, etc., dependent upon the needs of the topic and the instructor.