This is an archived copy of the Spring 2014 Catalog. To access the most recent version of the catalog, please visit http://catalog.jccc.edu/.

Reading (RDG)

Courses

RDG 125   Fundamentals of Reading (3 Hours)

Prerequisites: Appropriate assessment score

This is a mandatory reading course based on JCCC assessment results, and successful completion of the course (defined as a "C" or higher) is required for students to progress in the assessment mandated sequence of reading courses. It is designed for students who need to improve their understanding of written expression. The focus is on the development of vocabulary, dictionary usage, comprehension and written communication. The next course, RDG 126 Reading Skills Improvement, is also required to complete the mandatory reading program. RDG 125 does not fulfill degree requirements and is not financial aid eligible. 3 hrs. lecture/wk.

RDG 126   Reading Skills Improvement (3 Hours)

Prerequisites: Appropriate test score; or either RDG 125 with a grade of "C" or higher; or EAP 111 and EAP 115 and EAP 122

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 the course is on 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. 3 hrs. lecture/wk.

RDG 127   College Reading Skills (3 Hours)

Prerequisites: RDG 126 or appropriate assessment score

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. 3 hrs. lecture/wk.

RDG 125

  • Title: Fundamentals of Reading*
  • Number: RDG 125
  • Effective Term: Spring/Summer 2014
  • Credit Hours: 3
  • Contact Hours: 3
  • Lecture Hours: 3

Requirements:

Prerequisites: Appropriate assessment score

Description:

This is a mandatory reading course based on JCCC assessment results, and successful completion of the course (defined as a "C" or higher) is required for students to progress in the assessment mandated sequence of reading courses. It is designed for students who need to improve their understanding of written expression. The focus is on the development of vocabulary, dictionary usage, comprehension and written communication. The next course, RDG 126 Reading Skills Improvement, is also required to complete the mandatory reading program. RDG 125 does not fulfill degree requirements and is not financial aid eligible. 3 hrs. lecture/wk.

Course Fees:

None

Textbooks:

http://bookstore.jccc.edu/

Supplies:

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

Objectives

  1. Read in a silent, sustained reading situation as a result of participating in the classroom reading program.
  2. Demonstrate word recognition strategies by using phonetic and structural analysis, identifying word parts, and using context clues.
  3. Demonstrate a greater understanding of the meaning and usage of words in speaking and writing.
  4. Demonstrate increased comprehension when reading sentences, paragraphs, longer passages, and books.
  5. Apply critical thinking skills to paragraphs, passages, and books.
  6. Produce improved writing skills as a result of numerous writing activities, which include summarizing a minimum of six paragraphs and/or passages.
  7. Apply appropriate metacognitive strategies to textbook reading.
  8. Achieve department exit competencies. 

Content Outline and Competencies:

I. Baseline Reading Skills
   A. Demonstrate ability to read in a silent, sustained mode.
   B. Complete pretest to determine baseline reading performance.

II. Word recognition strategies
   A. Use both phonetic and structural analysis to pronounce and define
words.
   B. Identify word parts, define them, and apply word parts to create new
words.
   C. Use context clues to define unknown words and identify the
strategies for using context clues.

III. Unknown words and vocabulary improvement
   A. Define unknown words in paragraphs, passages, and books.
   B. Select appropriate definitions for words with multiple meanings.
   C. Write sentences using new words properly.
   D. Demonstrate knowledge of new words through class evaluation
methods.

IV. Increased comprehension when reading paragraphs, passages and books
   A Identify the differences between general and specific ideas or
items.
   B. List the topic of a paragraph or passage.
   C. State the main idea of a paragraph or passage.
   D. Determine the main idea when it is implied in paragraphs and
passages.
   E. List the sequence of events for passages, novels, and biographies.
   F. Locate and list transitions that link ideas and organize writing.

V. Critical thinking skills applicable to paragraphs, passages, novels and
biographies
   A. Evaluate the actions and motives of the characters.
   B. Predict future events by analyzing the writer's plot clues and
characterization.
   C. Determine the author's purpose.
   D. Distinguish between fact and opinion.
   E. State the author's tone.
   F. Identify background knowledge as a component in understanding
certain writings.
   G. Connect events in history with facts from class readings to build
background knowledge.
   H. Respond to various types of Literary genre through discussions and
reflective writing.

VI. Improvement of writing skills as a result of classroom writing
activities: specifically, writing an effective summary of a paragraph and
passage
   A. Identify the components in writing a summary.
   B. Engage in class writing activities which include sentence writing,
journal writing, essay questions, group work and projects, and summary
writing.
   C. Practice writing summaries (at least six) so an effective summary
can be produced.

VII. Application of appropriate metacognitive strategies to textbook
reading
   A. Identify memory-improving techniques.
   B. Practice note-taking and identify strategies for taking better
notes.
   C. Analyze test results to improve test-taking skills.

VIII. Department exit competencies
   A. Compare pretest and posttest scores.
   B. Meet the numerical cut-off on the reading test established by the
department for successful completion.
   C. Read a passage and produce a summary meeting department
criteria.

Method of Evaluation and Competencies:

The grade for the course will be based on 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.

Evaluation Ranges

Silent Reading  10% - 25%
Assignments (In class and homework) 35% - 50%
Tests and Quizzes       25% - 55%

Grading will be based on the following level of mastery of stated
competencies:
   90 - 100% A
   80 -  89% B
   70 -  79% C
   60 -  69% D
    0 -  59% F

Caveats:

  1. Successful completion of this course is determined by a grade of "C" or higher and appropriate posttest scores. 

Student Responsibilites:

Disabilities:

If you are a student with a disability, and if you will be requesting accommodations, it is your responsibility to contact Access Services. Access Services will recommend any appropriate accommodations to your professor and his/her director. The professor and director will identify for you which accommodations will be arranged.

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you desire support services, contact the office of Access Services for Students With Disabilities (913) 469-8500, ext. 3521 or TDD (913) 469-3885. The Access Services office is located in the Success Center on the second floor of the Student Center.

RDG 126

  • Title: Reading Skills Improvement*
  • Number: RDG 126
  • Effective Term: Spring/Summer 2014
  • Credit Hours: 3
  • Contact Hours: 3
  • Lecture Hours: 3

Requirements:

Prerequisites: Appropriate test score; or either RDG 125 with a grade of "C" or higher; or EAP 111 and EAP 115 and EAP 122

Description:

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 the course is on 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. 3 hrs. lecture/wk.

Course Fees:

None

Textbooks:

http://bookstore.jccc.edu/

Supplies:

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

Objectives

  1. Read in a silent, sustained reading situation by participating in the classroom reading program.
  2. Demonstrate increased comprehension, including the following:
     a.  Identify and state main ideas and significant details of written passages
     b.  Summarize written passages
     c.  State conclusions based on written passages
     d.  Interpret figurative language and graphics
  3. Apply flexible reading strategies.
  4. Apply word-study strategies.
  5. Apply specific metacognitive strategies and appropriate vocabulary and comprehension techniques.
  6. Demonstrate background knowledge of other cultures and of current, controversial issues.
  7. Achieve 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. Identify stated and/or implied main ideas in longer passages. 
   F. Summarize and/or paraphrase content of written passages. 
   G. Draw conclusions based on information given in written passages. 
   H. Interpret figurative language in written passages. 
   I. Identify biased language in passages, editorial cartoons and/or advertisements. 
   J. Interpret information presented in graphic format. 
   K. Adjust reading process based on author's writing style, student's background and student’s reading purpose.
   L. Identify patterns of organizations within written passages by recognizing 
transition words. 
 
III. Word study strategies to define unknown words 
   A. Utilize context to gather clues to meaning of unknown words, which include stated definitions, implied definitions, synonyms, antonyms, and punctuation. 
   B. Utilize knowledge of word elements (prefixes, roots, suffixes and meanings) to determine meaning of unknown words. 
   C. Select appropriate dictionary definitions for words with multiple meanings.
   D. Distinguish between the connotations and denotations of words.
 
IV. Application of specific reading-studying strategies 
   A. Demonstrate stages of textbook reading, including previewing the selection, integrating knowledge, and recalling. 
   B. Produce a set of organized notes from information gathered from lecture or reading materials. 
   C. Respond to various types of written material through discussion and reflective writing.
 
V. Production of improved writing skills as a result of classroom writing activities
   A. Identify the components in a summary, i.e. main idea statement and details of support.
   B. Engage in class writing activities which include summaries, tests, and in-class work.
   C. Practice writing summaries (at least six; a minimum of two written in class)

VI. Achieve department exit competencies 
   A. Compare pretest and posttest scores. 
   B. Meet the numerical cut-off on the reading test established by the department for successful completion. 
   C. Read a passage and produce summary meeting department criteria.

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.

Evaluation Ranges

Silent Reading      10% – 25% 15%
Assignments (In class and homework)   35% - 50%
Tests and Quizzes         25%  30% - 55%

Grading will be based on the following level of mastery of stated
competencies:

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

Caveats:

Student Responsibilites:

Disabilities:

If you are a student with a disability, and if you will be requesting accommodations, it is your responsibility to contact Access Services. Access Services will recommend any appropriate accommodations to your professor and his/her director. The professor and director will identify for you which accommodations will be arranged.

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you desire support services, contact the office of Access Services for Students With Disabilities (913) 469-8500, ext. 3521 or TDD (913) 469-3885. The Access Services office is located in the Success Center on the second floor of the Student Center.

RDG 127

  • Title: College Reading Skills*
  • Number: RDG 127
  • Effective Term: Spring/Summer 2014
  • Credit Hours: 3
  • Contact Hours: 3
  • Lecture Hours: 3

Requirements:

Prerequisites: RDG 126 or appropriate assessment score

Description:

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. 3 hrs. lecture/wk.

Course Fees:

None

Textbooks:

http://bookstore.jccc.edu/

Supplies:

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

Objectives

  1. Read in a silent, sustained reading situation as a result of participating in classroom reading program.
  2. Derive word meanings from context clues and structural analysis and increase facility with word meanings through analogies.
  3. Apply appropriate study skills to reading assignments.
  4. Identify, understand and identify the main points and supporting subpoints from long passages in a small amount of time.
  5. Make valid critical judgments on materials read.
  6. Use flexible reading rates.
  7. Demonstrate an increased knowledge of other cultures.
  8. Discuss current controversial issues.
  9. Demonstrate improved writing skills as a result of writing activities, including summaries of a minimum of six passages throughout the semester.
  10. 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 Posttest 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 students participation in
class and completion of all assignments, including homework, in-class
work, quizzes, participation in silent reading program, tests, and final
exam.

Grading will be based on the following level of mastery of stated
competencies:
   90 - 100%   A
   80 -  89%   B
   70 -  79%   C
   60 -  69%   D
    0 -  59%   F

Caveats:

None

Student Responsibilites:

Disabilities:

If you are a student with a disability, and if you will be requesting accommodations, it is your responsibility to contact Access Services. Access Services will recommend any appropriate accommodations to your professor and his/her director. The professor and director will identify for you which accommodations will be arranged.

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you desire support services, contact the office of Access Services for Students With Disabilities (913) 469-8500, ext. 3521 or TDD (913) 469-3885. The Access Services office is located in the Success Center on the second floor of the Student Center.