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DEVELOPMENTAL READING
VISION
We at the USST Colleges envision a PREMIER EDUCATIONAL INSTITUTION committed towards providing EQUAL ACCESS AND
OPPURTUNITY in helping individuals achieve personal, academic and social transformation to become brilliant, dedicated and productive leaders
in Trade, Business, Arts, Humanities and Science and Technology.
MISSION
Our mission is to CREATE and SUSTAIN a WORLD CLASS LEARNING ENVIRONMENT that will nurture creative, innovative and
reflective critical THINKERS and LEADERS committed in creating a QUALITY WAY OF LIFE for themselves and for the others through
EXCELLENCE, FAITH and INTEGRITY.
To provide professional, scientific, technological, technical and vocational instruction and training in trade, business, arts, sciences and
technology and other areas of education in order to meet the manpower needs of business and industries in the region in the Philippines.
1. Strive for academic excellence in instruction and research, social and community involvement through accreditation.
2. Provide appropriate and continuing faculty and staff development programs.
3. Provide and maintain appropriate technologies, instructional facilities, materials and equipment.
4. Produce quality graduates who are globally competitive to meet the needs of business and industry and,
5. Attain university status through Unity, Solidarity, Sublimity and Teamwork(USST)
Course Name Developmental Reading
Course Credits 3 units
Course Schedule Monday/Wednesday 9:30-11:00
Course Description The course introduces the students to the nature, theories and scope of the reading process to enhance their reading
proficiency, hone critical, creative and metacognitive reading skills as a tool for learning:
Contact Hours/Weeks 3 hours
Prerequisite None
Course Objective At the end of the semester, the students must have:
1. Understood fully the nature, theories and scope of the reading process;
2. Explained the factors affecting acquisition of reading skills;
3. Developed word recognition , comprehension and study skills and devise ways to improve them; and
4. Developed a genuine love for reading as lifelong source of pleasured profit.
COURSE OUTLINE:
Week Desired Learning Course Content/Subject Teaching and Assessment Task Resource Time Table
Outcomes (DLO) Matter Learning Activities (ATs) Materials
(TLAs)
At the end of the unit, the Unit 1: Nature And Concept Question-generation Written Quizzes OHP
students must have: About Reading: strategies 15 hours
1. Explained the A. Reading as a Neuro- Oral recitation
nature and concept Physiological Process Reciprocal teaching Laptop
about reading as: General principles of Brainstorming Group presentation
A neuro- Human Information of outputs
Physiological Processing. LCD Projector
process Eye Movements and Facilitation of
Week A language Directionality. assigned topic
1-5 process B. Reading as a Sample activities/ Illustrations
A psycho-social Cognitive Process exercises produced
process Concept Development Flowchart of
A developmental and Reading reading skills
process
A skill C. Reading as a
2. Identified specific Communication
classroom Process
scenarios to Components of
illustrate correct Language
interpretation of Theories of Language
the nature of and Acquisition
concepts about Characteristics of
reading language
3. Identified and D. Reading as Skill/Skills
mapped out the Global Reading Skills
skills and and Sub-Skills
characteristics of a Reading Skills Ladder
reader at each (Grace Goddel)
developmental Reading as a
reading stage Psychosocial Process
4. Constructed Personality Theories
sample activities/ and Reading
exercises to
Social-Emotional
develop global Problems and Reading
reading skills of:
E. Reading as a
word
developmental
recognition
Process
Comprehensio
Fries’ Stages of
n
Reading
study skills
Chall’s Stages of
Reading
At the end of the unit, the Unit II:
students must have: A. Factors That Affect Brainstorming Written Quizzes Projectors 12
1. Identified and Reading hours
distinguished the Intrinsic Factors Panel Discussion Facilitation of Charts
intrinsic and Physical/Physiological Assigned Topics
extrinsic factors Visual Adequacies Reciprocal Teaching Manila paper,
affecting Hearing Group Reports cartolina
acquisition of Adequacies Role Playing/Talk
reading skills Perceptual Factors Show A Matrix of “The Short narrative
2. Cited and Profile of an Ideal for story
demonstrated Psychological Designing Matrix of Reading Teacher” grammar
specific examples Learning styles “The Profile of an analysis
on how these Multiple Ideal Reading Reaction Paper
varied factors Intelligence Teacher” Expository
affect the Emotional Story texts
acquisition of Self-Concept and Sharing research Grammar/expositor
reading skills Motivation studies retrieved from y text analysis
3. Designed a matrix Theories journal
of the “Profile of Reading Interests
an Ideal Reading B. Excercising Factors Analyzing narrative
Teacher” Social/ Environmental and expository texts
Week 4. Shared research The Family and
6-9 studies focusing on Peers
the effects of these The Reading
factors on reading Teacher- a scholar
performance and romanticist
The Text
Organiation and
Structure
C. Study Skills and
Aesthitic Reading
Skills in Organizing
Information
Skimming/Scannin
g
Note Taking,
Outlining
Summarizing
TOTA -100%
Classroom Policies 1. Attendance is checked regularly. Late comers will not be admitted after 15 minutes.
2. Students wearing incomplete/improper school uniform will not be admitted. Likewise, proper dress code should
be observed during school activities.
3. Electronic devices (cell phones, iPods, etc.) need to be turned off or muted during class.
4. Requirements for the subject should be submitted on time. Late submission of projects is not acceptable.
5. Students who are cheating or plagiarizing materials in the course will not receive credit for the assignments,
projects or tests which will likely to lead failure in the course.
________________________________ ___________________________
CARMELITA L. DASALLA DR. MERCEDES L. MALLARI
Instructor Vice President for Academic Affairs