Lia Smith, ESL Instructor Sabbatical Report (Spring 2015 / Fall 2016) December 31, 2016 Contents Section 1 Is there anything new in research on reading? page 2 Section 2 Survey of City College Instructors page 8 Section 3 Computerized Reading Programs page 34 Section 4 Survey of tools we use to determine page 49 student reading levels/competency Section 5 Recommendations page 52 Appendix 1 (Bernhardt: Critique of body of research page 63 on second language reading) Appendix 2 (My Reading Load/Assessment Survey page 63 questions w/rationales) Appendix 3 (Degrees of Reading Power details for answer type) page 67 Appendix 4 (types of answers and word counts for ESL Reading page 70 Tests for Common Final) Appendix 5 (List of books purchased Fall 2016 page 71 by CCSF Rosenberg Library) Appendix 6 (On-line ESL reading resources) page 73 Appendix 7 (Directions for on-line browsing Read Collection page 74 in Rosenberg Library) This report is organized in sections. Section 1 introduces the idea that there is no “general reading and presents what might be reasonable expectations for how well a literate, skill,” educated second language reader might be expected to handle advanced disciplinary texts. Section 2 contains the results of Reading Load / my survey “My Course Assessment” done here at City College of San Francisco (CCSF). Two hundred and thirty instructors across the disciplines participated and wrote voluminous comments, revealing that they are deeply engaged
Lia Smith, ESL Instructor Sabbatical Report (Spring 2015 / Fall 2016) December 31, 2016 Contents Section 1 Is there anything new in research on reading? page 2 Section 2 Survey of City College Instructors page 8 Section 3 Computerized Reading Programs page 34 Section 4 Survey of tools we use to determine page 49 student reading levels/competency Section 5 Recommendations page 52 Appendix 1 (Bernhardt: Critique of body of research page 63 on second language reading) Appendix 2 (My Reading Load/Assessment Survey page 63 questions w/rationales) Appendix 3 (Degrees of Reading Power details for answer type) page 67 Appendix 4 (types of answers and word counts for ESL Reading page 70 Tests for Common Final) Appendix 5 (List of books purchased Fall 2016 page 71 by CCSF Rosenberg Library) Appendix 6 (On-line ESL reading resources) page 73 Appendix 7 (Directions for on-line browsing Read Collection page 74 in Rosenberg Library) This report is organized in sections. Section 1 introduces the idea that there is no “general reading skill,” and presents what might be reasonable expectations for how well a literate, educated second language reader might be expected to handle advanced disciplinary texts. Section 2 contains the results of my survey “My Course Reading Load / Assessment” done here at City College of San Francisco (CCSF). Two hundred and thirty instructors across the disciplines participated and wrote voluminous comments, revealing that they are deeply engaged