MANUEL V. GALLEGO FOUNDATION COLLEGES, INC.

Cabanatuan City, Philippines

(www.mvgfc.edu.ph)

COURSE INFORMATION:
Course Title: Developmental Reading
Course Code:
Course Description:
The course introduces the students to the nature, theories and scope of the reading process to enhance their reading proficiency, one critical,
creative and metacognitive reading skills as a toll for learning.
Credit Unit: 3 units
Contact Hours: 3 hours/week
Pre-requisite: None
Intended for: BEEd and BSEd programs
Instructor/Professor: Dr. Magdalena R. Mendillo
Major in: __________________
e-mail Address /Contact No.

Adopted December 19, 2017

 VISION MISSION
MVGFC shall be among the leading educational institution in Nueva In the pursuit of its Vision, MVGFC shall assure quality and
Ecija that is known for its accredited academic programs, high ratings relevance in its curriculum, instruction, research, extension, and
in nationally recognized examination and high employment rate of its student services through continuous quality improvement.
graduates.

PROGRAM OUTCOMES (PO)/PERFORMANCE INDICATORS (PI)

On completion of the degree program, the student is expected to be able to do the following:
PROGRAM OUTCOMES PERFORMANCE INDICATORS
PO1 Possess broad knowledge of language and literature for effective Integrate the relationship of language, literature, culture and society
learning. in the teaching and learning process.
Conduct an independent investigation of a selected structure of
English in the context of the language classroom.
Critique selected literary pieces using appropriate literary theories.
PO2 Use English as a global language in a multilingual context as it Incorporate features of English as a global language in the design of
applied to the teaching of language and literature. the curriculum, learning activities and materials.
Draft a proposal for and implements a community-based English
Language- or Literature-based learning program.
PO3 Acquire extensive reading background in language, literature, Prepare an annotated reading list appropriate for a particular grade
and allied fields. level to enhance students’ reading skills.
Show the ability to enrich the curriculum to include an extensive
reading list for learning language, literature and allied fields.
PO4 Demonstrate proficiency in oral and written communication. Utilize a variety of oral communication forms in order to become an
effective model to learners.
Prepare original compositions in expository and creative writing.
PO5 Show competence in employing innovative language and Employ a variety of innovative teaching approaches, methodologies,
literature teaching approaches, methodologies and strategies and strategies.
Design learning plans following expectations of the curricula for
Grade 7 – 10.
Perform one independent and one supervised teaching
demonstration.
Construct appropriate assessment tools for the language and
Adopted December 19, 2017
 literature classroom.
PO6 Use technology in facilitating language learning and teaching. Design computer assisted language and literature learning tasks.
Prepare one independent and one supervised technology-based
lesson.
PO7 Inspire students and colleagues to lead relevant and Conduct a community language profiling survey to make lessons
transformative changes to improve learning and teaching more localized.
language and literature. Draft a proposal for and implements a community-based English
language- or literature-based learning program.
PO8 Display skills and abilities to be a reflective and research- Conduct a comprehensive language profiling to identify students’
oriented language and literature teacher. needs.
Conduct an analysis of assessment results to improve teaching and
learning in the language classroom.
Conduct research concerning the teaching and learning of language
and literature.
RELATIONSHIP BETWEEN CO AND PO
After completion of the course, the student should be able to:
CO Code COURSE OUTCOMES PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8
CO1 Discuss the nature theories and scope of the reading process. I I I
CO2 Explain the factors affecting the acquisition of reading skills. P I P I I
CO3 Develop word recognition, comprehension and study skills and
P D P P P I
develop ways to improve them.
CO4 Appreciate reading as a lifelong source of pleasure and
P P P
knowledge.
LEGEND: I – Introduce; P – Practice; D – Demonstrate

Adopted December 19, 2017

THE LEARNING PLAN
In order to achieve the outcomes of this course, the learners will go through this learning plan:
INTENDED LEARNING OUTCOMES TEACHING/
LEARNING ASSESSMENT TIME
CO TOPIC LEARNING
RESOURCES TASKS/TOOLS FRAME
Knowledge Skills Attitudes ACTIVITIES
1,2,3 Explain the Create a UNIT I To enable learners to To enable the As an evidence of Week 1 – 3
nature and flow chart Nature and Concepts achieve the intended learner to achieve achieving the
concepts of the about Reading learning outcome, the intended outcome, the
about different learners should do the learning outcome, learners must
reading as: reading A. Reading as a following activities: learners will use have:
-Neurophysi skills. Neurophysiological the following:
ological Process  Online reading  Oral
-Language  General Principles assignment  Power recitation
process of Human  Classroom point  Written
-Cognitive Information discussion presentatio quizzes
process Processing  Flow chart n  Flow chart
-Psychosoci  Eye Movements making  Books
al and Directionality  Reading
process B. Reading as a articles
-Developme Language Process
ntal  Components of
process Language
-Skill  Theories of
Language
Identify Acquisition
specific  Oral Language
classroom and Literacy
scenarios Development
to illustrate C. Reading as a
correct Cognitive Process
interpretati  Concept
on of the Development and
nature and

Adopted December 19, 2017

 concepts Reading
about D. Reading as a
reading. Psychosocial
Process
Identify and  Personality
map out Theories and
the skills Reading
and  Social-emotional
characterist Problems and
ics of a Reading
reader at E. Reading as a
each Developmental
developme Process
ntal  Fries’ Stages of
reading Reading
stage.  Chall’s Stages of
Reading
F. Reading a
Skill/Skills
 Global Reading
Skills and Subs-
kills
 Integration: The
Key Process
First Preliminary Period
All Identify the Design a Share UNIT II  Online Reading  Power  Oral Week 4 – 7
CO’s intrinsic matrix “ research Factors that Affecting  Reporting point Recitation
and Profile of focusing Reading  Lecture presentatio  Written
extrinsic an Ideal on the I. Intrinsic Factors Discussion n quizzes
factors Reading effects of A. Physical/Physio  Matrix making  Books  Matrix for
affecting Teacher” these logical  Computer Profile of
the factors on  Visual and an Ideal
acquisition reading Adequacies internet Reading

Adopted December 19, 2017

 of reading performan  Hearing  Published Teacher
skills. ce. Adequacies journals
 Perceptual  LCD
Cite Factors projector
specific B. Psychological
examples  Learning styles
on how  Multiple
these Intelligence
varied C. Emotional
factors  Self-concept and
affect the Motivation
acquisition Theories
of reading  Reading Interests
skills. II. Extrinsic Factors
A. Social/Environmen
tal
 The Family and
Peers
 The Reading
Teacher – a
scholar and
romanticist
 Text – organization
and structure
Second Preliminary Period
1,2,3 Recognize Crate a UNIT III  Small Group  Power  Oral Week 8 –
word/vocab sample Word Recognition and Discussion point recitation 13
ulary activities/e Meaning Vocabulary  Lecture presentatio  Written
techniques xercises discussion n quizzes
for the for the A. Three Areas of  Reporting  Books  Checklist
developme developm Word Study  Checklist making  LCD of
nt of word ent of  Word Knowledge projector comprehen
recognition word  Recognition sion skills
Adopted December 19, 2017
 skills. recognitio  Analysis  Computer  Portfolio of
n skills. B. Vocabulary activities
Discuss the Techniques
nature of Formulate  Picture
the questions  Configuration
comprehen for the  Context clues
sion developm  Structural Analysis
process. ent of  Word Association
comprehe
 Word Builders –
Develop nsion
clusters, clines,
their skills in
etc.
comprehen the
 Use of Idioms and
sion skills different
Figure of Speech
in five (5) levels.
dimensions
UNIT IV
. Make a
Developing Skills and
Categorize checklist
Dimensions
specific of
I. Comprehension
skills comprehe
Skills and
belonging nsion
Dimensions
to the five skills.
A. Literal Level
(5) levels of
B. Interpretative Level
comprehen
C. Critical Level
sion.
D. Integrative Level
E. Creative Level
Midterm Period
1,2,3 Recognize Write a UNIT V  Classroom  Power  Recitation Week 14 –
the reaction Study and Aesthetic discussion point  Written 18
different paper of a Reading  Reading of presentatio quizzes
skills in chosen articles n  Movie
organizing reading A. Skills in Organizing  Film viewing  Reading review or
information material Information materials book
. for  Skimming (i.e novel, review
Adopted December 19, 2017
 pleasure.  Note Taking short story,
Identify the  Outlining epic, etc.)
different Create a  Summarizing  Movies
resources book B. Efferent Reading
in review/mo via Informational
searching vie review Materials
for of a  Reference Books
information chosen  Non-book
. book or materials
movie. C. Tales, modern
short stories,
plays, book/movie,
essays and poetry
Final Term Period

MAJOR COURSE OUTPUTS (MCO)

As evidence of attaining the course outcomes, students are required to do and submit the following:
MCO CODE REQUIRED OUTPUT PERFORMANCE TARGET CO SATISFIED DUE DATE
Construct a Flow Chart 100% of the learners will be able to construct a flow chart of
of the different reading the different types of reading skills.
skills.
Design a matrix of the 100% of the learners will be able to design their desired
“Profile of an Ideal matrix in profiling an ideal reading teacher.
Reading Teacher”.
Construct a checklist of 100% of the learners will be able to have a checklist of the
comprehension skills. different comprehension skills that can be used in teaching.
Create a book review or 100% of the learners will be able to pass the film review or
film review of the book review with the chosen novel, story, or any movie.
chosen story, novel or
movie.

Adopted December 19, 2017

 ASSESSMENT TOOLS/RUBRICS

FLOW CHART RUBRIC

Beginning Developing Accomplished Exemplary
Criteria Score
1 2 3 4
There is no evidence of a Flow chart lacks a logical Flow chart is neatly Flow chart is well-designed,
Organization and planned design or and visual flow of ideas is designed and logically logically organized, and
Layout organization of ideas in disorganized and is difficult organized. graphically pleasing, and
(40%) the flow chart. Work is not to interpret. demonstrate attention to
presentable. detail.
Quality and Unable to find specific Details are somewhat Details are relevant to Steps are very specific to
Accuracy of details and/or details are ambiguous and/or process and chart does process and accurate.
Information mostly inaccurate. somewhat inaccurate. not contain inaccurate
information.
(40%)
The flow chart has a The flow chart contains The flow chart has no Flow chart contains no
significant number of several mechanical errors grammatical errors. Use of mechanical or grammatical
Mechanics errors that make the that detract from the arrows and correct format errors. Excellent use of flow
document difficult to read. content. Some use of flow of a flow chart. chart format.
(20%) No use of arrows and/or chart; somewhat confusing.
format of a flow chart
document.

Comments:
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BOOK REVIEW/REACTION PAPER RUBRIC

Adopted December 19, 2017

 Beginning Developing Accomplished Exemplary
Criteria
1 2 3 4
Score
Summary is mostly an outline of the Summary consists of a discussion Summary consists of a discussion Summary consists of a discussion of
book and does not discuss opinion of major themes, ideas and of major themes, ideas, major themes, ideas and characters
Summary or new ideas. Summary reveals too characters. There is little opinion or characters with some opinions providing exemplary ideas from the
much or entirely lacks an overview. new ideas. Summary reveals some and ideas from the work. work. It includes very strong opinion
(20%) of the key events and lacks details. Summary does not give away key and new ideas using your own words.
events and provide adequate Summary doesn’t give away too
details. much.

Critique consists of a basic opinion Critique consists of thoughts, Critique consists of thoughts, Critique consists of thoughts,
based on personal feeling and is not responses and reaction to the responses and reaction to the responses and reaction to the book.
Critique considered a critique because it book but the students discusses book. Each aspect is given The student reacts to each aspect of
(30%) does not focus on themes, authors, only some aspect of the book. It thorough review. the book and how well it is written and
intent and writer’s style. lacks a critical eye. how aspect contributed to the overall
success or failure of the book.

Structure of the paper does not Structure of the paper lacks a The structure of the paper is The structure of the paper flows and
follow a logical order. There are no logical sequence. The writing or easily read and transitions are is easily read because of the smooth
Organization transitional phrases that make ideas may “jump around” and is easy to follow. The sequence of transitions from the paragraph to
difficult to read or review is just a not cohesive. The introduction, the topic is logical in order. The paragraph. The sequence of the topic
(35%) copy of the book. body and conclusion seem vague. introduction, body and conclusion is logical in order and there is clear
is simple yet adequate. cut of the introduction, body and
conclusion.

Run on and fragments frequently Run on and fragments occur at Uses complete sentences and Uses complete sentences and various
Mechanics occur. Dull words are used and there some part of the book review. various sentence types. Word sentence types. Vibrant, news and
and Language are frequent spelling and grammar Choice of word is limited only to choice is effective. No spelling effective vocabulary is used. No
(15%) errors. basic words and there are few and grammar errors. spelling and grammar errors occur.
spelling and grammar errors.

Comments:
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GRADING SYSTEM

Adopted December 19, 2017

 Grades/performance of students will be evaluated as follows:

First Prelim (15%) Second Prelim (15%) Midterm (30%) Final Term (40%)
Attendance – 5% Attendance – 5% Attendance – 5% Attendance – 5%
Quizzes – 30% Quizzes – 30% Quizzes – 30% Quizzes – 30%
Seat works/Assign – 15% Seat works/Assign – 15% Seat works/Assign – 15% Seat works/Assign – 15%
Examination – 50% Examination – 50% Examination – 50% Project/Exam – 50%
Total – 100% Total – 100% Total – 100% Total – 100%

COURSE POLICIES AND STANDARDS

Academic Policies Policies on Punctuality/tardiness
 All assignments are due on the listed date  Absences (Provide an early notification or send a
 Be mindful with class schedule and time formal excuse letter)
 No late assignments will be accepted except  Grace Period of 10 minutes
(Emergency/unavoidable cases)  3 lates = 1 Absent
 Be considerate and Help yourself  2 consecutive lates = Oral reprimand
 If possible (EOP Zone)

REFERENCE:

Adopted December 19, 2017

 Book References:
Bernandez, Edisteo B., Developmental Reading 1, Mindshapers Co., Inc.61 Muralia St. Intramuros, Manila 2007, 2009
Bernandez, Edisteo B., Eglish Idioms, Love Offset, Letterpress Printing and Publishing House, Cabanatuan City, 2002

Web References:
http://www.slideshare.net/strangeowl/pdf-reading-as-a-neuro-physiological-process
http://prezi.com/l4wpsoytvm1k/reading-as-a-neuro-physiological-process/
http://www.slideshare.net/draizelle_sexon/reading-as-a-process-16018602?related=1
http://prezi.com/3vwquin6egkl/reading-as-a-psychosocial-process/

Prepared by: Reviewed by:

Dr. Magdalena R. Mendillo Dr. Ruth G. Luciano
(Instructor/Professor) (Dean)

Recommending Approval: Approved:

Ms. Rosalyn B. Bilog Dr. Corazon A. Quintana

(VPAA) (EVP/Chief Academic Officer)

Adopted December 19, 2017