The Reading Program at Delaware County Community College
Reading Placements (Including ESL Placement)
Description of Courses Course Sequences (Including ESL Reading Courses) Partial List of Textbooks Used in Reading Classes Full-Time Reading Instructors, Syllabi, Assignments and Schedules Frequently Asked QuestionsResource Web Page for New Reading Teachers
READING COMPETENCIES AT DELAWARE COUNTY COMMUNITY COLLEGE
Delaware County Community College uses a competency-based curriculum. The competency-based curriculum ensures that DCCC graduates are able to perform well in their areas of study. At DCCC, there are three types of competencies:
College competencies--broad statements of learning expected of all students
Curriculum competencies--descriptions of the skills and knowledge expected of students of specific programs
Course competencies--descriptions of the knowledge and skills a student must demonstrate to earn college credit for a course
The College and Course competencies for Reading follow:
College Competency 1--Graduates of Delaware County Community College should be proficient in mathematics, reading, writing and speech communication.
Course Competencies for Reading 015 (Essential Reading Skills I)--Use common prefixes, suffixes and roots to determine the meaning of an unknown word; Pronounce vowel sounds, consonant blends and vowel combinations correctly; Use basic rules to syllabicate unknown words; Use various context clues as an aid to word recognition and word meaning; Use the dictionary; Follow written and oral directions; Recognize the topics and topic sentences of short paragraphs.
Course Competencies for Reading 020 (Essential Reading Skills II)--Use context clues and structural analysis as aids in determining the meaning of unknown words; Locate and explain topic sentences and supporting details in paragraphs; Recognize basic paragraph patterns; Outline a paragraph; Use the steps of a study technique; Use the library effectively to complete a given assignment.
Course Competencies for Reading 050 (Developmental Reading and Study Skills)--Devise a weekly study schedule; Use dictionary skills, context clues and structural analysis to develop vocabulary; State the topic of a paragraph or selection; Recognize or state the topic sentence of a paragraph; Identify and mark main ideas, supporting details and terminology in textbook material; Recognize signal words as an aid to comprehension; Mark for study and outline an entire textbook chapter; Use test-taking strategies; Use a study-skills formula as an aid in comprehending college-level texts; Take lecture notes in classroom demonstrations; Use the library effectively to complete specific assignments; Write a one-paragraph summary of a magazine article.
Course Competencies for Reading 100 (Critical Reading)--Recognize facts, opinions, judgements, intent, attitude and tone in reading material; Make and support inferences and conclusions by locating contextual hints and clues; Integrate related material from several different sources; Evaluate persuasive techniques used in advertisements, magazine articles and editorials; Recognize and evaluate techniques used in argumentation and propaganda; Demonstrate skill in writing summaries; Read efficiently and vary pace to suit both need and material; Develop interpretative skills when reading selected poems, short stories, essays and newspapers.
Course Competencies for English as a Second Language (ESL) 025 (Elementary Reading)--Read texts appropriate for this level; Respond to questions and organize information from readings into simple outlines and grids; Find main ideas, topic sentences and details; Predict content by asking questions before reading; Use strategies to infer the meaning of vocabulary, decode difficult sentences, and interpret punctuation and connectors; Skim and scan for information; Expand vocabulary; Use an English-English dictionary for ESL learners.
Course Competencies for ESL 035 (Intermediate Reading I)--Read texts appropriate for this level; Predict content, respond to questions, defend answers and restate the content of readings; Make inferences based on the readings; Infer the meaning of vocabulary, decode difficult sentences and interpret meaning; Recognize the organization and structure of readings; Scan for information in maps, charts, graphs, etc.; Expand vocabulary and knowledge of word forms; Use an English-English dictionary for ESL learners.
Course Competencies for ESL 045 (Intermediate Reading II)--Use a variety of reading strategies to interpret meaning; Summarize and paraphrase, verbally and in writing, information contained in the readings; Discuss the content of readings and defend answers; Expand vocabulary, knowledge of word forms, and use of idiomatic expressions; Demonstrate knowledge of roots, prefixes and suffixes; Use an English-English dictionary for advanced ESL learners.
READING PLACEMENTS AT DELAWARE COUNTY COMMUNITY COLLEGE
DCCC'S PHILOSOPHY ON GENERAL STUDIES: The college is dedicated to a comprehensive effort that encourages in individual students the attitude of inquiry, the skills of problem solving and attention to the individual community values associated with a democratic society. This philosophy of general education seeks to impart knowledge, skills and values so that the student may maintain the learning process over a lifetime and function as a self fulfilled individual.
As part of its competency based curriculum, Delaware County Community College requires that graduates be proficient in reading. All students must take placement tests in reading and other areas before registering for courses.
Based on a student's test score, he or she will be placed in college-level or remedial reading courses. If a student places into remedial level courses, he or she is required to complete such courses before registering for more than 12 college-level courses.
DCCC also provides testing and instruction for students for whom English is a second language (ESL). The Secondary Language English Proficiency (SLEP) test assesses language skills in reading, writing, grammar, and listening and speaking for ESL students.
The College provides testing accommodations, where appropriate, for students with special needs. If you need such accommodations, please contact the director of special needs services in the Career and Counseling Center at 610-359-2748 for more information.
FREQUENTLY ASKED QUESTIONS ABOUT PLACEMENT TESTS
1. Doesn't my high school transcript provide the information for course placement?
No. High school transcripts cannot provide this information because of the great variation in course work and grades between schools and within schools.
2. Are SAT, ACT or MAT scores accepted?
No. The current policy is to do on-site placement testing for all students.
3. Do I really have to take the placement tests?
Yes. The placement tests are required of all full-time students, all students (full or part-time) intending to earn a degree from DCCC, and all students intending to register for English or mathematics courses.
4. Can I ever waive the placement test?
Yes, but only under the following two cases:
- If you intend to take only one, two or three courses (nine credits or less) for your own enrichment and do not plan to take mathematics or English or courses with mathematics, English or reading as a prerequisite.
- If you have successfully completed college-level mathematics and /or English at another college. You must have official transcripts sent to the Records Office to document these courses. Transfer students must also complete a Petition for Transfer of Credit (available in the Assessment Center, 2195) or check the appropriate box on the Application for Admission to have transcripts evaluated. The evaluation process can take several weeks, and you are advised to bring unofficial transcripts or grade reports to the College Planning Session as well as completing the steps listed above.
5. How long do the placement tests last?
The entire session lasts approximately two and one-half hours. The reading, vocabulary and comprehension section of the standard test is thirty-five minutes. The Secondary Language English Proficiency (SLEP) test for English as a Second Language students lasts ninety minutes.
6. Can I prepare for the reading or SLEP tests?
The reading test determines your skill level in use of vocabulary and in reading comprehension. The vocabulary section contains 100 multiple-choice items; the reading comprehension section contains 36 multiple-choice questions based on the material in eight passages that you will be asked to read. To improve your performance on the reading test, you should practice reading short passages and then having someone quiz you about important parts of the passages. Questions about the passages should include main ideas, details, topics and inferences which can be drawn about the passage. In addition, you should work on improving vocabulary skills by reading and creating word lists of unknown words from what you have read. Finally, read and practice with various standardized tests, if possible, just to learn about test-taking skills.
The SLEP test determines skill level for reading, listening and speaking for ESL students. It is a two-part test with seventy-five questions in each section. One section determines skill level with vocabulary and reading comprehension. One section determines English listening comprehension skills. To improve your performance on this test, you should practice reading as much as possible in English, and you should have English conversations with native English speakers as much as possible. You may also want to review some grammatical rules of English.
8. What do my placement test results mean?
The test results indicate your current level of skill in English, mathematics and reading. The results help you and your counselor plan an academic schedule. Some students may need to take remedial and/or ESL courses to improve their skill levels before taking college-level courses.
9. What if I disagree with my placement test results?
It is important that students have the appropriate skill levels in English, mathematics and reading so that they can succeed in other courses. Thus, it is mandatory that students who place into remedial and/or ESL courses complete these courses. If you feel that the placement tests do not reflect your current skill levels in these areas, you should still enroll in the courses which you have placed into. Instructors in remedial courses do re-test students as needed so it is imperative that you attend the class that you have been assigned to in the first weeks. It is also important to note that the placement tests have been used for many years and are constantly updated so it is not likely that you have been incorrectly placed into these classes.
10. What happens after I take the placement tests?
At the end of the testing session, you will be scheduled for a College Planning session where test results are discussed. The planning session will be two to four weeks after the placement test is taken.
The College Planning is a scheduled session where students have an opportunity to learn more about the College. During the session, you receive information about the College and hear a presentation on academic information, students services, placement test results, faculty expectations and the process of scheduling courses. Also, you meet individually with an academic advisor to discuss goals, your placement test results, previous experience and general abilities and interests. With the help of this advisor, you will decide on appropriate courses. You then make up your class schedule choosing the times that are best for you.
Approximately thirty to thirty-five students attend each planning session, and the entire session takes about two and one-half hours.
11.What happens if I decide to attend Delaware County Community College or to enroll in classes after the testing and College Planning sessions have ended?
DCCC does have walk-in registration at the beginning of each semester, and a version of the placement test is available for students who have not already taken the full placement test. Unfortunately, these tests are not as accurate in placing students as the full placement tests are, and, at this point in the semester, both classes and class times will be severely limited. It is best to plan ahead and to schedule your placement tests and College Planning sessions early so that you receive more accurate results and so that you can choose the classes and class times that you want.
To find out more about placement testing and College Planning sessions, call the Assessment Center at 610-359-5322.
DESCRIPTION OF THE READING COURSES
Below are short descriptions of each of the reading classes offered at DCCC.
The credits for the following courses are not applicable towards a degree:
REA 015--ESSENTIAL READING SKILLS I
This course is designed to establish and develop word recognition skills and improve vocabulary so students may learn to comprehend written material at the appropriate level. The prerequisite for the course is the reading placement test, and a corequisite for the course is ENG 015 (Essential Writing Skills I). 3 hours lecture, 2 hours laboratory each week. 4 credits.
REA 020--ESSENTIAL READING SKILLS II
This course is designed for students who must strengthen comprehension, vocabulary and study skills. The prerequisite for the course is a satisfactory score on the reading placement test or the successful completion of Essential Reading Skills I (REA 015). A corequisite for the class is ENG 020 (Essential Writing Skills II). 3 hours lecture, 2 hours laboratory each week. 4 credits.
REA 050--DEVELOPMENTAL READING AND STUDY SKILLS
Developmental reading is designed for students who need to improve their ability to understand and retain the material they need in college-level texts. Emphasis in the course is on comprehension skills, study skills and vocabulary development. Students who are required to take this course must successfully complete it before taking English Composition I or other courses as specified in the course catalog. The prerequisite for the course is a satisfactory score on the reading placement test, successful completion of Essential Reading Skills (020), successful completion of Intermediate Reading I (ESL 035) or recommendation of the current reading instructor. 3 hours each week. 3 credits.
ESL 025--ELEMENTARY READING
This advanced-beginner course is designed to develop students' ability to use reading strategies and to expand vocabulary in order to understand simplified texts. Students will normally take this course with Elementary Writing (ESL 024) and Elementary Speaking/Listening (ESL 026). Two hours per week of tutoring are required. The prerequisite for this class is the placement test. 3 hours lecture, 2 hours laboratory each week. 4 credits.
ESL 035--INTERMEDIATE READING I
In this course, students will expand their reading skills and vocabulary. Students should take this course along with Intermediate Writing (ESL 034) and Intermediate Speaking/Listening I (ESL 036). In addition, two hours of tutoring work are required weekly. The prerequisite for this class is Elementary Reading (ESL 025). 3 hours lecture, 2 hours tutoring each week. 4 credits.
ESL 045--INTERMEDIATE READING II
This course is designed for intermediate-level ESL students who need to build their vocabulary and reading skills so that they can, with the assistance of a dictionary, understand texts that are written for native speakers. Students in the course will normally take Intermediate Writing II (ESL 044) and Intermediate Speaking/Listening II (ESL 046) along with this course. In addition, two hours weekly of tutoring are required. The prerequisite for this class is Intermediate Reading I (ESL 035). 3 hours lecture, 2 hours tutoring each week. 4 credits.
The following reading course can be taken for college-level credit, and the successful completion of this course can be counted towards the open elective requirement of certain degree programs:
REA 100--CRITICAL READING
This is an advanced reading course for the student who is reading at or above the college level. It is designed to develop the student's thinking, reasoning and problem-solving skills. Upon successful completion of the course, the student should be able to apply critical and efficient reading and inferential thinking skills to college texts and personal reading. The prerequisite for this class is the successful completion of Developmental Reading and Study Skills (REA 050), a grade of High Pass in Intermediate Reading II (ESL 045), a satisfactory score on the reading placement test or the recommendation of the current reading instructor. 3 hours each week. 3 credits.
READING COURSE SEQUENCES
Depending on a student's reading placement score and performance in reading classes, he or she may have to work through several reading classes before reaching college-level reading (Even if you place into required reading classes, you may not have to start at the beginning of the sequence, though). The following charts show a progression of reading classes for both students who do not require English as a Second Language classes and English as a Second Language students. To determine how many reading classes you will need to take, start with the reading class into which you have been placed after taking the reading placements tests and follow the chart to the right. Carefully, note the asterisked (**) information since many courses are only required of certain students or have prerequisites other than just the completion of required reading classes.
| Required Reading | Essential Reading Skills
I--REA 015 writing course as placed, except English 100 or higher) |
|
| Required Reading | Essential Reading Skills
II--REA 020 writing course as placed, except English 100 or higher) |
|
| Required Reading | Developmental Reading and
Study Skills--REA 050 Often students at this level will also be required to take Developmental English--ENG 050) |
|
| College-Level Reading | Students who have successfully completed their required reading courses (or who have appropriate placement scores on the reading test) may enroll in Critical Reading--REA 100 | |
| College-Level English | Students who have successfully completed their required reading courses ( or who have appropriate placement scores on the reading test) may enroll in English Composition I--ENG 100** | **Students must also have satisfied any writing prerequisites to enroll in this course |
| Required Reading | Essential Reading Skills
I--REA 015 writing course as placed, except English 100 or higher) |
|
| Required Reading | Essential Reading Skills
II--REA 020 (writing course as placed, except English 100 or higher) |
|
| Required Reading | Developmental Reading and
Study Skills--REA 050 (Often students at this level will also be required to take Developmental English--ENG 050) |
|
| College-Level Reading | Students who have successfully completed their required reading courses (or who have appropriate placement scores on the reading test) may enroll in Critical Reading--REA 100 | |
| College-Level English | Students who have successfully completed their required reading courses ( or who have appropriate placement scores on the reading test) may enroll in English Composition I--ENG 100** | **Students must also have satisfied any writing prerequisites to enroll in this course |
A PARTIAL LIST OF TEXTBOOKS USED IN READING CLASSES
All of the textbooks listed below are available in the college bookstore. You can find these books and other reading textbooks for ESL courses at the bookstore.
TEXTBOOKS FOR READING CLASSES:
ESSENTIAL READING I--REA 015
Groundwork for College Reading, 3rd Edition
Vocabulary Simplified: Strategies for Building Your College Vocabulary
ESSENTIAL READING II--REA 020
Reading Keys, 3rd Ed.
BASIC AND ESSENTIAL READING--REA 030
Groundwork for College Reading, 3rd Ed.
DEVELOPMENTAL READING AND STUDY SKILLS--REA 050
Reading and Study Skills, 7th Edition
CRITICAL READING--REA 100
Introduction to Critical Reading, 5th ed.
FULL-TIME READING INSTRUCTORS, SYLLABI, ASSIGNMENTS AND SCHEDULES
Professor, English as a Second Language,
English and Reading
Office: 4317
Phone: 610-359-5259
Associate Professor, Reading
Office: 4317
Phone: 610-359-5295
Assistant Professor, Reading
Office: 4304
Phone: 610-359-2744
Professor, Reading and Basic Writing
Coordinator, Reading and Basic Writing
Office: 4317
Phone: 610-359-5372
FREQUENTLY ASKED QUESTIONS
1. DO I HAVE TO TAKE THE READING CLASS THAT I PLACED INTO?
Yes. We want you to be successful in college, and your placement scores indicate that you need to refresh some of your reading skills. In addition, studies show that students who successfully finish all the remediation that they need to take in English, reading and writing generally go on to become at least C students overall. Conversely, those students who do not take the remedial course but who need them generally fail their college-level courses at a much higher rate.
2. I CAN READ. WHY DID I PLACE INTO A READING CLASS?
Reading is much more than simply understanding the words on the page. Good reading also involves being able to quickly identify main ideas and key concepts; being able to make connections between different types of information; questioning what you read; retaining the information from what you read; and being able to draw inferences based upon the material that you have read. While you may be an excellent "reader", your critical reading skills probably need some work. Our reading classes help you to become a more critical reader and also encourage good comprehension and vocabulary skills. In addition, you can also become a more efficient reader after taking the classes, and this is an important skill for very busy college students.
3. NOW THAT I'M HERE, CAN I TEST OUT?
We do not have a policy to test out of reading classes. If you have a learning disability or feel strongly that you are misplaced, please see your instructor immediately and then meet with Dianne Shames, Coordinator, Basic Reading and Writing (Office: 4317). For English as a Second Language placements, please see your instructor and your ESL advisor.
4. DOES THIS CLASS TRANSFER?
Courses which start with a zero do not transfer (i.e. REA 015, 020, 050; ESL 025, 035, 045). Critical Reading (REA 100) does transfer as an open elective to certain colleges in some degree areas. For questions about the transferability of courses, see a transfer counselor in the Career and Counseling Center or contact the transfer institution for more information. Some transfer information is also available from the Career and Counseling Center.
5. WHAT IS THE GRADING POLICY?
For transitional and developmental reading classes, the grading policy is:
| HIGH PASS--90% or better PASS--75% or better NO PASS--less than 75% |
For Critical Reading (REA 100), the grading policy follows the A-F system.
6. WAIT A MINUTE-- A 70% IS USUALLY A C. WHY CAN'T I PASS THIS CLASS WITH A 70%?
As mentioned earlier, these zero level classes are to ensure that you do well in college-level classes. Therefore, you need to have mastered more than 70% of the material. If you retain less than 75% of the information from these classes, you do not have the appropriate skills foundation to read and write well in your college-level classes.
7. IF I CAN PASS THE CLASS WITH A 75% AND THE CLASS DOESN'T TRANSFER, WHY SHOULD I BOTHER TRYING FOR A HIGH PASS?
Again, these zero level classes present skills that are important to your future success so you'll want to understand and retain as much of what you are learning as possible. In addition, your transcript does show that you took these classes, and this transcript is sent to transfer institutions. A high pass is much more impressive than a pass to these institutions, and you should try to achieve a high pass whenever possible.
8. WHAT IS THE ATTENDANCE POLICY FOR THESE CLASSES?
The college-wide attendance policy is that you may be dropped from any class after you have missed three classes. Since it is important that you participate in all your classes, this attendance policy is strictly enforced.
9. WHAT HAPPENS IF I HAVE AN EXTREME EMERGENCY AND I MUST BE OUT OF THE CLASS FOR MORE THAN THREE CLASSES DURING THE SEMESTER?
If possible, speak with your instructor BEFORE you must miss the classes. If you are experiencing an on-going family, personal or medical crises, call the Registrar's Office (610-359-2838) or the Provost's Office (610-359-5394), so that your instructors can be notified of your prolonged absence.
10. WHAT IS THE POLICY ON CLASS WORK?
Individual instructors set their own policies, but, in general, late work or missed assignments and tests are not accepted. Handing material in late is a bad habit that many of us need to break. In a job situation and the "real world", no one wants to hear excuses. Also, everyone, including your instructors, has a life outside of Delaware County Community College. Handing your work in late or trying to make up missed tests and assignments is unfair to your instructor who also has to balance work, family and life commitments.
11. THE TEXT(S) ARE EXPENSIVE AND I CAN'T AFFORD THEM. WHAT DO I DO?
When you register for college, you are expected to purchase the required text(s). You cannot learn without a textbook and will fall behind if you do not have one from the beginning of class. Also, instructors frequently ask for you to turn in assignments from the textbook so sharing one with a friend or buying a text that has been used by another student (excluding those offerred in the bookstore) will not work. If you are looking for sources to help finance your texts please see the Financial Aid Office (610-359-5336) or the Career and Counseling Center (610-359-5324).
12. I'M FAILING THE CLASS, WHAT CAN I DO?
You should speak with your instructor to see if he or she has any suggestions to improve your performance in the class. Also, tutoring at DCCC is free of charge. A tutoring center is located on the first floor and it is staffed with professional tutors. You may schedule tutoring to fit in with your schedule, and, if you are failing the course, it is time to get some help.
13. WHAT HAPPENS IF I FAIL OR AM WITHDRAWN FROM THE CLASS?
You will need to retake the class in the upcoming semester. Before re-enrolling in the class, you should speak with your academic advisor. If you found the class too difficult, you may want to voluntary take a reading or English class at a "lower level."
14. HOW CAN I BECOME A BETTER READER OUTSIDE OF CLASS?
The more you read, the better a reader you become. To increase your vocabulary and general knowledge, read a newspaper, magazine or part of a book every day. Discuss what you have read with other people and begin to question what you read by thinking what has been left out or wondering if the author is trying to persuade you in some way. To improve your vocabulary, keep a list of words you don't know that you hear in conversation or that you encounter in your reading.
If you find that you read, but don't remember what you read, make sure to connect new things you are learning with things that you already know. This helps your brain to do less work. In addition, as you read, keep notes that will act as a memory device and then review these notes after you finish reading. Finally, read as much as possible from as many different sources as possible about topics that you are learning that are unfamiliar. People understand and remember things better when they have some background knowledge about the topic.
15. HOW CAN I READ FASTER?
Again, your reading speed will improve as you read more and more, and this is the best way to begin to read faster. Other exercises that you can do to improve reading speed are to: 1) Place a bookmark at a page in something you will read. Choose a spot where you think you should be able to end after reading for five minutes. Set a timer for five minutes and try to reach your goal; 2) Do not read every word on the page; instead look for key words and signal words to guide comprehension. Skip words like "the", "and", "etc."; 3) Do not get stuck on unfamiliar words, skip them and keep reading. More than likely, you will understand most of the information without the unknown word; 4) Make a quick outline as you read where you jot down key ideas and concepts like a laundry list. This allows you to worry about making all your reading connections later; and 5) Read down the center of the page rather than from left to right. This allows you to read most, but not all, of the page while still getting important ideas and information from the reading.
Remember, there is a time and place for speed reading. You are reading too quickly if you are missing key ideas and details or if you cannot comprehend most of what you read. Such strategies will also not work for students who have certain learning disabilities.
16. HOW CAN I BECOME A BETTER LEARNER?
One way to become a better learner is to understand what type of material you best understand and retain. Every person learns through hearing (auditory), seeing (visual) and touching (haptic), but some people learn better using one of these senses. To find out what type of learner you are, think about yourself. Do you remember more material after speaking with someone? After actually doing something? Or, after seeing something? When you identify your learning preference, make sure you incorporate it into your study routines. If you are an auditory learner, have a conversation about your notes with classmate, say the notes out loud or place your notes on a tape to listen to. If you are a visual learning, use charts, notes with lots of colors and highlighted texts. If you are a haptic learner, rewrite your notes, create questions about what you are learner to then answer and consciously try to connect what you are learning to something you already know. Finally, to become the best learner possible, use all these techniques as you study and learn.