UHL4032 EFFECTIVE READING COURSE OUTLINE II0910

8/7/2019 UHL4032 EFFECTIVE READING COURSE OUTLINE II0910

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UNIVERSITI MALAYSIA PAHANG

CENTRE OF MODERN LANGUAGES & HUMAN SCIENCES

1

Course Code and

Name UHL 4032 (Effective Reading)

2Semester and YearTaught

Semester 2 Year 2

3ProgramLevel/Category

Degree

4 Unit 2 Credits

5 Prerequisite UHL 3002

6 Teaching Methods Lecture: 1 unit (1 hours X 14 weeks)Tutorial: 3 unit (3 hours X 14 weeks)Laboratory: 0 unit (0 hours X 14 weeks)

7 Course Synopsis

The course is aimed at providing students with levels of readingeffectiveness of various kinds of reading materials. The application of fivelevels of reading elements will be required of students in pair and grouptasks. Emphasis however, will be on fluency, vocabulary andcomprehension in a variety of reading activities. Students will bintroduced to five different types of reading such as silent reading andshared reading. Most part of the course will engage students in readingactivities by using three different techniques and strategies, which arerepeated, extensive and intensive reading. This will require students toadvance from reading graded materials to authentic engineering texts. Atthis stage, students are expected to display certain level ocomprehension effectiveness and fluency. Students will also use languagesoftware and courseware in class activities as part of the learning processand assessments. This course, through its contents and activities, isintended to develop critical thinking and creativity in students throughteamwork and exploitation of learning capabilities.

By the end of semester, students should be able to:

CO1: Apply the five reading elements in reading different types of texts.CO2: Use the different types of reading to read various readingmaterials.


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10 References

1. Adams, M.J. (1994). Modeling the connections between wordrecognition and reading. In Ruddell, R.S., Ruddell, M.R. & Singer, H.(Eds.) Theoretical Models and Processes of Reading (pp. 838-863).Newark, DE: International Reading Association.

2. Alderson, J. C. (1984). Reading in a foreign language: A reading

problem or a language problem. In J. C. Alderson & A. H. Urquhart(Eds.), Reading in a foreign language (pp. 122-135). New York, NY:Longman.

3. Cziko, G. A. (1978). Differences in first and second language reading:The use of syntactic, semantic and discourse constraints. CanadianModern Language Review, 34, 473-489.

4. Droop, M., & Verhoeven, L. (2003). Language proficiency and readingability in first- and second-language learners. Reading ResearchQuarterly 38 (1), 78-103.

5. Eskey, D.E. (1979). A model program for teaching advanced readingto students of English as a foreign language. In R. Mackay, B.Barkman & R. Jordan (Eds.), Reading in a Second Language. Rowley,MA: Newbury House Publishers.

6. International Reading Association (1997, January). The role of phonicsin reading instruction: A position statement. Reading Online [On-line]January. Available: www.readingonline.org.

7. Block, Cathy Collins, & Pressley, Michael. (Eds.). (2002).Comprehension Instruction: Research-Based Best Practices. New York:The Guilford Press.

8. Brody, Sara. (2001). Teaching Reading: Language, Letters & Thought(2nd ed.). Milford, NH: LARC Publishing.

9. Moats, Louisa Cook. (1999). Teaching Reading Is Rocket Science:What Expert Teachers of Reading Should Know and Be Able to Do(Item #372). Washington, DC: American Federation of Teachers.

10. Nagy, William E. (1988). Teaching Vocabulary to Improve ReadingComprehension. Urbana, IL, and Newark, DE: National Council ofTeachers of English and International Reading Association.
http://www.readingonline.org/http://www.readingonline.org/


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Engineering programs (PO) must demonstrate that their students attain:

a) an ability to apply knowledge of mathematics, science, and engineeringb) an ability to design and conduct experiments, as well as to analyze and interpret datac) an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic,

environmental, social, political, ethical, health and safety, manufacturability, and sustainabilityd) an ability to function on multi-disciplinary teamse) an ability to identify, formulate, and solve engineering problemsf) an understanding of professional and ethical responsibilityg) an ability to communicate effectivelyh) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and

societal contexti) a recognition of the need for, and an ability to engage in life-long learningj) a knowledge of contemporary issuesk) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

Course Objectives a b c d e f g h i j k

CO1 Apply the five reading elements in reading different types of texts. 2 3 3

CO2 Use the different types of reading to read various reading materials 1 2 3

CO3Demonstrate comprehension of information from a variety of readingresources through the use of the three reading techniques and strategies

2 3 3

CO4 Use language software and courseware in reading activities 2 3 2

CO5Demonstrate reading effectiveness in a form of listening, speaking andwriting activities

3 3 3

Course Objectives Analysis

Outcome IndicatorsProgram Outcomes

3a 3b 3c 3d 3e 3f 3g 3h 3i 3j 3k UHL 4032 (EffectiveReading)

0 0 0 0 0 0 2 0 3 3 0

UHL 4032 EFFECTIVE READING Rev. 01


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Week Lesson ObjectivesCO1

CO2

CO3

CO4

CO5

BloomTaxonomy

Delivery Assessment

1 1.0 Introduction to Reading: Elements of Reading

Identify and manipulate phonemes from reading texts 2 3 3 2 Knowledge Lecture/tutorial

Assignment,Presentation

Test

Determine relationship between written and spokenlanguage through phonic instructions

2 3 3 2 ApplicationLecture/tutorial

Assignment,Presentation

Test

Demonstrate fluency through accuracy and speed incomprehension of texts read


Assignment,Presentation,

Test

Demonstrate deeper knowledge of words in both oral andwritten



Test

Demonstrate comprehension through cooperative learningand the use of combination of strategies



Test

2 2.0 Types of Reading

Use oral reading to read various reading texts 3 3 3 ApplicationLecture/tutorial

Assignment,Test

Use silent reading to read various reading texts 3 3 3 ApplicationLecture/tutorial

Assignment,Test

Apply shared reading approach to understand reading texts 3 2 3 ApplicationLecture/tutorial

Assignment,Test

Apply guided reading approach to understand reading texts 3 2 3 ApplicationLecture/tutorial

Assignment,Test

Apply independent reading approach to understand readingtexts

3 3 3 ApplicationLecture/tutorial

Assignment,Test

3-53.0 Reading Techniques & Strategies 1: RepeatedReading

Comprehend graded reading materials 2 2 3 3 3 UnderstandingLecture/tutorial


Test

Apply listening skills in reading activities 2 2 3 3 3 ApplicationLecture/tutorial


Test



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Week Lesson ObjectivesCO1

CO2

CO3

CO4

CO5

BloomTaxonomy

Delivery Assessment

Integrate different skills from repeated readingtechniques to comprehend information from subjects whichthey may not be familiar with

2 2 3 3 3 SynthesisLecture/tutorial


Test

Integrate different skills from repeated readingtechniques to comprehend specified texts with technical andscientific jargons



Test

Integrate different skills from repeated readingtechniques to show comprehension in written and spokenforms



Test

Integrate different skills from repeated reading techniquesto advance from graded materials to authentic texts



Test

6-94.0 Reading Techniques & Strategies 2: ExtensiveReading

Comprehend graded reading materials 2 2 3 3 3 UnderstandingLecture/tutorial

Assignment,Test

Integrate different skills from extensive reading techniquesto deal with contradictory or complex information or views


Assignment,Test

Integrate different skills from extensive readingtechniques to show comprehension in written form


Assignment,Test

Integrate different skills from extensive readingtechniques to advance from graded materials to authentictexts


Assignment,Test

10-145.0 Reading Techniques & Strategies 3: IntensiveReading

Extract salient information from a variety of reading texts 2 2 3 3 2 UnderstandingLecture/

tutorial

Assignment,

Test

Explain key vocabulary from clues extracted fromsurrounding texts

2 2 3 3 2 UnderstandingLecture/tutorial

Assignment,Test

Distinguish main ideas from supporting details in readingtexts


Assignment,Test

Identify reference words or phrases in a variety ofreading texts


Assignment,Test

Integrate different skills from intensive readingtechniques to advance from graded materials to authentictexts


Assignment,Test

Integrate different skills from intensive reading

techniques to show comprehension in reading evaluation

2 2 3 3 3 SynthesisLecture/

tutorial

Assignment,

Test



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Prepared by: Checked by: Approved by:

Name: Asiah Kassim & Ahmad NasaruddinSulaiman

Position: LecturerDate: 20 Dec 2009

Name: Wan Jumani FauziPosition: Head of Modern LanguagesDate: 21 Dec 2009

Name: Prof Dr. Abd Jalil BorhamPosition: DeanDate: 21 Dec 2009


UHL4032 EFFECTIVE READING COURSE OUTLINE II0910

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