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 Strategies* (3 Hours)

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

This advanced course is designed for students who wish to improve their higher-order thinking skills through critical reading. Students will improve academic reading by developing critical reading skills, expanding background knowledge, increasing vocabulary, and applying flexible reading strategies. Students use college-level texts to provide a background for assignments and discussions applicable to all college disciplines.

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: 2024-25
  • 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:

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.

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 to improve baseline silent reading skills.
  2. Apply flexible reading strategies.
  3. Apply word-study strategies.
  4. Apply specific metacognitive strategies and appropriate vocabulary and comprehension techniques.
  5. 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: 2024-25
  • Credit Hours: 1 - 3
  • Contact Hours: 1 - 3
  • Lecture Hours: 1 - 3

Description:

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.

Textbooks:

http://bookstore.jccc.edu/

Supplies:

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

Objectives

  1. Demonstrate familiarity with academic readings.
  2. Define and explain key academic reading terms. 
  3. Explain and demonstrate appropriate academic reading strategies. 
  4. Employ metacognition by assessing self-learning process.
  5. 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:

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 120

  • Title: Reading Effectively Across Disciplines
  • Number: RDG 120
  • Effective Term: 2024-25
  • Credit Hours: 1
  • Contact Hours: 1
  • Lecture Hours: 1

Description:

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.

Textbooks:

http://bookstore.jccc.edu/

Supplies:

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

Objectives

  1. Explain and demonstrate reading strategies appropriate to paired discipline.
  2. Differentiate between text strategies based on purpose of reading.
  3. Apply the stages of the reading process to paired course texts.
  4. Design a personalized process to acquire discipline-specific vocabulary.
  5. 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:

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 127

  • Title: College Reading Strategies*
  • Number: RDG 127
  • Effective Term: 2024-25
  • Credit Hours: 3
  • Contact Hours: 3
  • Lecture Hours: 3

Requirements:

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

Description:

This advanced course is designed for students who wish to improve their higher-order thinking skills through critical reading. Students will improve academic reading by developing critical reading skills, expanding background knowledge, increasing vocabulary, and applying flexible reading strategies. Students use college-level texts to provide a background for assignments and discussions applicable to all college disciplines.

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 sustained reading program.

  2. Build vocabulary by deriving meanings from morphographs and using context clues and structural analysis.

  3. Apply appropriate metacognitive strategies and academic reading processes to college-level texts.

  4. Identify the main ideas/thesis statements and analyze supporting details from college-level texts.

  5. Construct valid critical judgments and draw conclusions that support the main points of the material read.

  6. Implement flexible reading rates determined by the reader's purpose and text difficulty.

  7. Demonstrate an increased knowledge of diverse cultures and perspectives, by explaining researching, and summarizing current issues.

  8. Synthesize connections among main points and logical support using active reading strategies.

  9. Demonstrate improvement by using a standardized reading measure.

Content Outline and Competencies:

I. Sustained Silent Reading Program

A. Complete reading pretesting to establish baseline performance and post-testing to measure progress and growth. 

B. Demonstrate the ability to read in a silent, sustained mode both within and outside the classroom. 

C. Produce an ongoing learning journal to demonstrate connections between self and text. 

II. Vocabulary Improvement

A. Derive meaning from morphography through word parts study. 

B. Utilize structural analysis to derive meaning of college-level vocabulary using context.

III. Metacognitive Strategies/Academic Reading Process

A. Utilize the steps in the reading process with a variety of texts. 

B. Annotate and organize components of text selections.

C. Apply strategies to increase understanding and retention of information.

D. Evaluate effectiveness of varied strategies for different types of text.

IV. Analyzing Text

A. Identify the main ideas/thesis statements in college-level text.

B. Identify supporting details.

C. Analyze major and minor supporting details.

D. Evaluate the author's ideas.

V. Valid Critical Judgments and Drawing Conclusions

A. Identify author's purpose.

B. Evaluate biases.

C. Assess and build background knowledge pertaining to texts.

VI. Flexible Reading Rates

A. Analyze how the reader's purpose and text difficulty affect reading speed.

B. Practice reading strategies that increase speed and efficiency.

C. Evaluate the familiarity and difficulty of the content to determine reading rate. 

D. Apply flexible reading rates to college-level texts. 

VII. Diversity

A. Demonstrate an increased knowledge of diverse cultures.

B. Analyze relevant texts presenting varied perspectives. 

C. Examine relevant texts concentrating on current issues. 

VIII. Connections

A. Demonstrate connections between ideas and support.

B. Apply active reading strategies to represent how main ideas and major supporting details are connected. 

IX. Improvement Measures

A. Compare pre and post-reading performance.

B. Evaluate growth and application of the reading process through self-reflection.

Method of Evaluation and Competencies:

Evaluation of student mastery of course competencies 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 the silent reading program, tests, and final exam. 

Course Evaluation Ranges

  • Silent Reading 10% – 25%
  • Class assignments and Homework 35% - 50%
  • Tests and Quizzes 25% - 55%

         Total: 100%

Grade Criteria:

90 - 100% = A
80 - 89% = B
70 - 79% = C
60 - 69% = D
0 - 59% = 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 292

  • Title: Special Topics:
  • Number: RDG 292
  • Effective Term: 2024-25
  • Credit Hours: 1 - 3
  • Contact Hours: 1 - 3
  • Lecture Hours: 1 - 3

Description:

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.

Textbooks:

http://bookstore.jccc.edu/

Supplies:

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

Objectives

  1. Demonstrate familiarity with academic readings within the selected topic.

  2. Define and explain key terms within the scope of the topic.

  3. Explain and demonstrate appropriate academic reading strategies.

  4. Employ metacognition by assessing self-learning process.

  5. 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.  

 

Grade Criteria:

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