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7/31/2019 Ma 505 Report Rdg Lab
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By Robert W. Lynn,
Nanyang University
David Emmanuelle L. Torres
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RELC 1972-1976
Considered thedevelopment of a reading
box as of high priority
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Purposes of the Article:
To show that other institutions candesign their own reading boxmaterial;
To suggest methods and pitfalls inpreparing the same; and
To propose cooperation among thosewho are interested in producing aregional handbook on the preparationof reading sets.
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Setting: Nanyang University
Reading did nor receive sufficient emphasis
Courses aim at an across-the-board improvement intheir students proficiency in all language skills
Choice of text was based on the challenge the textmay give and the interest of the students
Reading work was too infrequent
Difficulty of text was not appropriate to some
students Reading instruction was not focused on the skills
Needed a much more systematic approach tovocabulary
Mandarin Chinese was the medium of instruction
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Science Research Associates
Started in 1948
First published in 1957
A multi-level, self-operating method of learning
Students can read or move ahead as fast and asfar as their individual learning rates and capacities
allow them Produces measurable results in terms of
standardized reading test scores in classroomsthroughout the world.
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Components of SRA
Teacher's Handbook
The Teacher's Handbook provides a program
overview and teaching plans to use ReadingLabsto maximum advantage. The appendicesof the References and Resources section
provide detailed, level-specific informationabout program selections, skills, andprocedures for easy planning.
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Components of SRA
Student Record Book
The Student Record Book is used to chart
progress within SRA Reading Labs. Studentsus it to record answers to exercises andquestions, make corrections to their work, and
record their scores. It also contains theStarting Level Guide, which is the placementtool for starting each student at the appropriatelevel.
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Components of SRA
Program ManagementCD-ROM
An interactive CD-ROM enables students to
answer Power Builders questions on thecomputer. Answers are automatically scored and,when appropriate, specific Skill Builders(available in Reading Labs 2 and 3series only)are assigned to help students focus on any skill
that requires further attention. The ProgramManagement CD-ROM collects and organizesdata on students' performance to help teachersmake informed instructional decisions.
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Components of SRA
Power Builders
Power Builders are the core of the program. EachSRA Reading Laboratoryhas more than 100 Power
Builders, four-page booklets arranged in color-codedlevels that keep students challenged as they progressthrough the program. Each Power Builder has threekey parts: A high-interest fiction or nonfiction readingselection with accompanying photos or illustrations
A Comprehension section that poses multi-leveledquestions about the reading selection
A Learn About Wordssection that includes vocabularyand word-study exercises
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Components of SRA
Power Builder Key Cards
Every Power Builder has a corresponding
Key Card with answers to the Power Builderquestions. Students use the Key Cards toscore their own work, saving teachers time. Insome levels of Reading Labs, when astudent's responses indicate a weakness in aparticular skill, the Key Card directs thestudent to an appropriate lesson in Skill
Builders.
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Components of SRA
Skill Builders
Skill Builders provide reinforcement in basic
comprehension, phonics, grammar, and word-study skills. Students are directed to the SkillBuilders to reinforce skills based on answersto the Power Builders. (Available in ReadingLabs 2 and 3series only.)
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Components of SRA
Skill Builder Key Cards
These Key Cards allow students to score their
work in the Skill Builders, saving teacherstime and providing immediate feedback forstudents. (Available in Reading Labs 2 and 3series only.)
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Components of SRA
Rate Builders
These short, timed reading selections improve
fluency by helping students read faster whilemaintaining comprehension. Students get exactlythree minutes to read a selection and answer thequestions that follow. Rate Builders are organized
into color-coded levels corresponding to PowerBuilder levels that gradually increase in readingskill level. (Available in Reading Labs 2 and 3series only.)
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Components of SRA
Rate Builder Key Cards
Students grade their work using Key Cards.
Which provide immediate feedback forlearning success. (Available in Reading Labs2 and 3series only.)
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Components of SRA
Listening Skill Builders Package
Meet audio learning needs with this completepackage. Students listen to audiocassettes oraudio CDs that contain lively, interesting storiesfollowed by comprehension questions. Eachselection requires approximately 15 minutes ofstudent time. An accompanying Listening Skill
Builders Scriptbook provides printed versions ofthe selections and questions in a convenientprinted format, which contains read-aloud options.
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Drawbacks of SRA
Culture specific
American point of view
Vocabulary work does notcater the needs of L2learners
Too expensive
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As a result
It was decided by the author and
his colleague to assemble their
own reading materials (readingbox) aimed specifically at theirstudents.
They came up with eight sets asset out in the succeeding table.
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Nanyang University Reading Sets as of May1972
Set No. of Passages in Set Average Difficulty Level
Pre-A 4 5.7
A 8 6.9B 6 + 3 suppl. 8.3
C 6 + 3 suppl. 8.5
D 6 + 4 suppl. 10.0
E 6 + 4 suppl. 10 +
F 6 + 4 suppl. 12.3
G 6 12.5
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Procedure
Read the text
Answer the comprehension questions without the aidof a dictionary or from the instructor
Turn over the page to see the correct answers
Check ones own answers
Ask the instructor for clarification, or consult adictionary when error is made
Proceed to the Vocabulary and Word Study section atthe back of the sheet
Use dictionary in answering these questions
Check ones own work by turning the sheet up-side-down
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Text:
Comprehension Questions:
1.
2.
3.
4.
5.
Answers:
1.
2.
3.
4.
5.
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Vocabulary and Word Study
1.
2.
3.
4.
5.
Answers:
1.
2.
3.
4.
5.
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Levels
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Results
Vocabulary works were better organized
Best for students working on their own and attheir own speed
Students average gains in reading ability weresignificantly higher than their gains in otherlanguage skills.
Favorable responses were received