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Program Objectives
GOALS
PROGRAM OBJECTIVES (PO)
a b c d e
a) have a deep and principled understanding of a wide range of teaching processes (including curriculum development,
lesson planning, materials development, educational assessment and teaching approaches) and the role of the teacher in √ √ √ √ √
facilitating these processes in their students;
5. Course Description: √ √ √ √ √
b) have creativity and innovation in applying alternative teaching approaches, while demonstrating basic and higher level of
Developmental Reading 1 is a course designed
literacy, communication, numeracy, critical thinking, and learning skills needed for higher learning in diverse types of to develop further and refine the
learning environments; and student’s vocabulary comprehension, literary appreciation and and study skills to
c) can demonstrate and practice the professional and ethical requirements helpof him becomeprofession.
the teaching an independent and efficient reader. √ √It includes
√ √brief √
background knowledge of the nature and psychology of the reading process and
various topics related to the acquisition and refinement of reading skills. It further
Effective Date: 13-NOV.-2017
Page 1 of 5
subsumes multi-level exercises in developing vocabulary comprehension,
literary appreciation, speech, study skills, critical and creative writing activities.
1. Course Code PED 108.1
2. Course Title Developmental Reading 1
3. Pre-requisite None
4. Credit 3 Units
a) discuss the definitions of reading given by different authorities and explain the significance and factors affecting reading √ √ √
power;
b) identify the stages of developmental reading and components of a balanced literacy program; √ √ √
d) interpret and construct specific information through coherent discourses and with the utilization of varying language √ √ √
teaching-learning theoretical devices; and
e) develop full grasp of the various requisite skills to successfully become functional and efficient readers. √ √ √
1.0 Discuss the VMGO of 1.0 Students can discuss Individual participation in Use a rubric score card to
the University, Classroom the purpose of class discussion assess their quality of
Policies, Course Overview, developmental reading participation
Course Requirements, cd c Value of appreciation
and their relations to
Grading System
VMGO.
2.0 Define reading 2.0 Students can define Students make an acronym Teacher rates group and
reading for the word READING individual active
participation using rubric
2.1 Discuss the significance 2.1 Students can discuss Students look for magazine
of reading the significance of reading or textbook articles that talk
about the relevance of the
Value of responsibility,
ability to read or abcde ab
hard work and honesty
comprehend to academic
success. Cite examples of
successful people and how
reading has brought them
to where they are now.
Topic 3 and Time Allotment: Factors Affecting Reading Power (1.5 hours)
3.0 Identify the factors that 3.0 Students can identify Students do a simple Teacher rates group and
affect the reading the factors that affect the research on dyslexia and individual active
development and reading reading ability of a person other reading problems. participation
comprehension
Identify possible causes of
these reading disorders Value of responsibility,
abcde ab
and share the information hard work and honesty
3.1 Find out what causes 3.1 Students can find out
reading disabilities gathered in class.
what causes reading
disabilities
10.0Acquaint
4.0 Be introduced
with the
to the 10.0Students
4.0 Studentscan
candiscuss
exploreIndividual
Using the guide
participation
questionsin Teacher rates group and ab Value of responsibility,
stagesofofLatin
world developmental
and Greek the purpose
Latin and Greek
of roots below,discussion
class let students individual active hard work and honesty
reading
roots developmental reading interview another participation
and their relations to Students lookwho
student/pupil for more
belongs
4.1 Identify stages of the English words with Latin, abcde
reading process VMGO. to any of the development Use a rubric score card to
Greek or Spanish roots,
stages e.g. grade 6 pupil, assess their quality of
4.2 Identify the major 4.1 Students can identify enumerate these words
freshman student, and the participation
stages of reading skills stages of the reading and write their definitions
like. Write your interview
development process report as regards the
Topic 11 and Time Allotment: Building Vocabulary through Affixes (1.5 hours)
student’s reading progress
4.3 Enumerate the types of 4.2 Students can identify
11.0 Define affix 11.0 Students canofdefine while he/she
Individual is in his/her
participation in Teacher rates group and ab Value of responsibility,
readers the major stages
affix
reading skills development current
class developmental
discussion individual active hard work and honesty
stage. participation abcde
abcde Value of responsibility, 8
11.1 Discuss affixation as a 11.1 Studentscan
4.3 Students can discuss Students do a Web-a-Word ab
specific word formation hard work and honesty
. affixation
enumerate asthe
a specific
types of How would
game you describe
as take-off activity
technique readers youraffixes
reading ability?
word formation technique for
B. Grading System
Written Examinations……………………..40%
Quizzes……………………………………..25%
Assignment/Output/Task………………….25%
Attendance………………………………….10%
Total…………………………………………100%
9. Reference
1. Bernardo, Alejandro S. Developmental Reading 1. Rex Publishing, Inc., 2013
NOSCA BONNA AR D. TAASIN, LPT FLORENTINO B. SAGUDANG JR., Ed. D RICARDO A. SOMBLINGO, Ed. D MA. CARLA A. OCHOTORENA, Ph.D.
Faculty Unit Coordinator Dean, External Studies Unit Vice President for Academic Affairs