EFFECTIVE READING SKILLS AT UNIVERSITY

QUESTION

COM 201 Trimester 1, 2012
Research Essay Assignment (25% value)

Due: Week 8 – On-line version MUST be on portal by 5:30 pm, Tuesday May 1, 2012.
– Printed copy must be in your lecturer’s locker by 5:30 pm, Tuesday May 1.
COM 201 – Tri 1 2012 – Research Assignment Page 1

The printed version will be used for actual marking by your lecturer. The
electronic version will be used for submission to Turnitin to scan for
originality and plagiarism.
BOTH COPIES MUST BE SUBMITTED OR YOUR ASSIGNMENT WILL NOT BE MARKED
Late penalty of -5% per day will apply

You will need to write a short essay that demonstrates to the assessor that you can fulfil the
following requirements:

 Complete a formal task as instructed.
 Respond to the given topic in a way that includes research using valid and acceptable
sources
 Write an essay that makes use of full sentences, structured paragraphs, cites its sources and
presents a matching reference list.

TOPIC:  The value of effective reading skills at university.
NB: This topic statement must be used as the title of your essay

Background:
Tertiary students are expected to spend at least fifty per cent of their study time (outside of class)
reading various materials, including textbooks, their university website resources, course materials,
class notes, unit outlines, task instructions and feedback.  Students need to spend time developing
and improving their reading skills.

Ur (cited in Bai 2007, p. 27) defines reading as ‘”constructing meaning from a written text.”’
According to White (2004, p.38), ‘Most high school and college students have learned that for every
hour spent in class, a student can expect to spend three hours on preparation for class. This includes
reading assignments. A chapter in an average college textbook is approximately 50 pages or more in
length.’ White also adds that ‘reading skills that were adequate for … high school classes will not
suffice for the amount and level of reading … at the college level…’ Pretorius (2000, p. 34) points out
that ‘Once children have been taught to read in the early grades, reading is largely taken for granted
and is therefore easily dismissed. Bai, like many other researchers, present a range of strategies that
can be applied by university students in order to become more effective academic readers.

TASKS:

(NB: the above cited sources can be found in the list below and COM 201 Moodle).
Your essay must focus on the following tasks:

Describe and explain TWO benefits of effective reading skills,  in relation to reading and
following assessment task instructions AND obtaining information (facts, ideas,
interpretations etc) to use in assessment tasks (eg: research papers, essays, reports, etc.).

Describe and explain TWO strategies for improving reading skills.
Word limit: 800 – 1000 words.

This is a topic for which you could write a book! The word limit is there to force you to be selective
with what you present. We do not want you to over-write. If you focus on only the above two tasks,
then you will be doing the right thing (ie: showing your ability to follow instructions).

It is possible to write about 4 – 5 paragraphs: Introduction, two to three body paragraphs and the
conclusion.

Specific Requirements (FOLLOW THEM!):

You MUST submit this assignment in TWO forms: as a printed, hard-copy AND as an on-line
document, via the Week 8 link in Moodle, of the portal.
COM 201 – Tri 1 2012 – Research Assignment Page 2

 A4, white paper; stapled – top left.
 Single-sided printing ONLY
 1.5 – double-line spacing only.
 11 – 12 point size font. Arial or Calibri only.
 Use 3.0 cm left and right margins only and include page numbers.
 Title page (see sample on page 4).
 Attach: MIBT Assignment Cover Sheet and Marking Guide (Student must complete this!)
NOT FOR ELECTRONIC VERSION.
 Include a list of references using the Author-Date Format. In-text citations must be used and
should match the references listed. Each source must be listed only once. Each listed source
must be cited at least once.
 Do not use headings or sub-headings. Essays <3,000 words tend to not use sub-headings.
 Do not use Wikipedia, or other Wiki-type sources, including baidu.com! DO not use
www.ehow.com.
 DO NOT PLAGIARISE IN ANY WAY! DO NOT COLLUDE! DO NOT ACQUIRE ESSAYS FROM
‘CHEAT’ SITES! We know what these are (eg: www.essaydepot.com)!

Sources and Resources
Below is a list of sources (general internet and Deakin Library database-sourced academic articles).
You MUST use ONLY these listed sources. Any other sources will be
invalid and UNACCEPTABLE!

If you want to learn how to use the DU Library Databases, then you can access the Library
on-line tutorial in using the databases, at:
http://www.deakin.edu.au/library/tutorials/smartsearcher/databases.html

MIBT Students have limited access to the range of databases. In the Deakin Library
Databases, using EBSCOhost, select the following databases: Academic Search Complete, EJournals
and
Education
Research
Complete.
Then
add
you
search
phrase,
followed
by ticks
in

5
of
the
boxes.
Start
the
search!

USE THESE SOURCES ONLY. Select the most relevant information from these.

NON-ACADEMIC:
COM 201 – Tri 1 2012 – Research Assignment Page 3

 University source (VERY detailed and comprehensive info on learning strategies etc, but you
MUST BE SELECTIVE!): http://www.muskingum.edu/~cal/database/general/reading.html
 List of many published sources:  http://www.literacy.uconn.edu/compre.htm
 http://learningdisabilities.about.com/od/instructionalmaterials/a/pq4rstrategy.htm
 http://www.phschool.com/eteach/language_arts/2002_12/essay.html
 http://www.readingrockets.org/article/3479/
ACADEMIC:
This list shows the ACCESSION NUMBERs (AN) and the authors. These articles are in COM 201
Moodle, with this assignment task document. The AN, if typed into the DU Library catalogue search
area (QUICK SEARCH box), will link directly to the article.

 51352157 = Lei et al
 43200425 = Trott
 18347312 = Engstrom
 55492491 = Kelly & Kneipp
 58529074 = Levy, Dickerson & Teague
 19388071 = Hsu & Wang
 26059340 = Bai
 12903420 = White (Very good source).
 Also: ‘”What they can’t read will hurt them”: reading and academic achievement’ by EJ
Pretorius.  (This one is VERY good!)

You must use AT LEAST 3 academic sources,
and a MAXIMUM of 6 sources.
This limit MUST be followed!
ALL SOURCES MUST BE CITED AND LISTED IN THE REFERENCE LIST!
Use the Deakin Uni Guide to assignment writing and referencing.

Title Page
The first contact a reader has with your work is with your title page. It should be simple, clear and
reflect what is likely to be in the document that follows it. Here is an example of a very effective title
page. You are advised to use this.

Staple

COM 201 – Tri 1 2012 – Research Assignment Page 4

Final Warning!

Do NOT use customised essay or essay cheat web
sites. Most of these produce incorrect, irrelevant
responses. Do not use a ‘friend’, relative or other person
to write this for you, or to help you write it. This would be
collusion. A zero mark can be applied.

Full Title
Here!
Include down here:
 Your Name
 Your ID no.
 Unit code
 Unit Name
 Lecturer name
 Task name
 MIBT
 Due Date
 Do not show a page number on this title page!
 No pretty pictures or fancy fonts on this page! No
borders! Keep it simple!
Title can be the topic given
on page 1 above.
COM 201 – Research Essay Assignment – Trimester 1, 2012.
Marking Guide (Include this with your printed submission)
Student name:

Student ID Number:

Criteria Marks

MIBT Assignment Cover Sheet attached + this marking guide.

1

Title page – as directed

Introduction – that includes: a general statement about the topic, a focus statement on the
topic itself (and might include a general definition by way of a quotation of paraphrase)
and a statement of intention.

Discussion paragraphs – The two tasks have been considered in two paragraphs. Each
paragraph should make use of MOVES; you must refer to your sources (and cite them).
Each paragraph should focus on one idea. Each paragraph should have a clear topic
sentence that is then developed and summed up (the Moves).

Conclusion – should have two parts in the one paragraph. Each part should be signalled
with the phrases ‘In conclusion,…’  and ‘In my opinion,…’.

Reference List – in the Author-Date Format. Sources should be listed alphabetically by
surname. At least 3 ACADEMIC sources (and not more than 6) must be used. These sources
must match the in-text citations. You cannot use Wikipedia or other Wiki- type sources.

Citations – in-text and Author-Date Format. Must match the reference list. All words
and ideas taken from other sources must be correctly cited.

SOLUTION

Applied Linguistics and reading research’s related research findings have shown that there is a strong connection between academic successes at all ages and reading proficiency, whether it is primary school or the university level (Pretorius, 2000). It has been found that students who have the habit of reading a lot along with understanding what they are reading usually get good grades and the same is found in doing the task assessments. If the student reads the task instructions correctly and understands them in right manner, he/she will follow them in correct manner, which will result in getting good grades. Children who get exposed to storybook reading before landing up in school depict large amount of vocabulary, better development of concept than their peers, learn to read and write quickly and in easy manner and have great amount of general knowledge too (Heath, 1983) (Elley, 1991) (Feitelson, 1993). Reading is the most important skill which the L2 students should imbibe  in academic or learning contexts as said by several teachers as well as researchers too (Fasheh, 1995).

The Matthew Effect is  what creates differences in reading capabilities and that is why the students who have initial difficulties in reading  read lesser , while the good readers always keep on enhancing their processing mechanisms. The processing mechanisms of good readers get exercised much more and along with this the cognitive-linguistic process and skills which develop the comprehension ability also get developed than bad readers (Stanovich, 1986). In the learning context if we see the Matthew Effect is quite prominent and appears in reading context where it resonates at much wider level and affects the learning context too. Thus many of the L2 grade students appear as underachievers and as they suffer from this syndrome which affects their academic performances. Developed cognitive-linguistics skills by getting exposed to written material are very vital for the students regarding learning because it helps them to understand and access the print material rapidly, effectively and autonomously. This way the higher grade students who have developed reading skills show better cognitive-linguistics skills, thus they are the task instructions and comprehend in right manner as they enjoy reading. While doing their task assignments they tend to follow all the instructions in right manner and try to collect all the information like facts, ideas, theories which are relevant and related to the task assigned. That is why they appear to be achievers and good grade getters.

Reading is a powerful tool which gives us access to require information for any task and in current age information is power and printed information stays in the brain for a longer period and is retained in memory in better way than face-to face lectures or listening to information. This makes reading effective, strong and durable mode of retrieving information which avid readers depict in their assignments. That is why it is estimated that 75% information which senior secondary students learn is from textbooks and not by the teacher lectures given in the classroom (Hugo, 1991). Thus the ability to amalgamate new information with existing pool of knowledge leads to successful learning. Further modification and expansion of knowledge which already exists is being done through effective reading comprehension, which in turn helps in giving a constructive meaning to the new information which has been accessed by joining it with existing information and information gained through reading text, in the memory. It has been found that academic success comes from successful learning which is directly linked to ability to read (Pretorius, 2000).Thus avid readers are found to be more active, while non-readers show mental shift towards apathy in society, thus reading skills always has positive effect on the people and the students definitely get benefitted much from their reading habits.

Readers who are unable to read words in an accurate manner are unable to comprehend, which means their lexical orthographic-phonological processes are not working in correct manner (Smelser and Baltes, 2001).That is why less skilled readers show lesser and weaker knowledge of phonology and orthography which reflects in their weaker connections between word spelling and word sounds and are unable to decode (Perfetti, 1999). As per the structure building Framework, good skilled readers are able to build coherent framework for text as they are able to enhance the concepts which are required by the text and suppress the ones which are irrelevant (Gernsbacher, 1990).

This is the reason why the Methodist University decided upon implementing Quality Enhancement Plan in order to improve the reading skills of the students. The best two methods which the students can adopt to enhance their reading skills and do better task assignments because it has been found that being successful in college depends upon student’s ability to get engaged in strategic reading of  just academic or informational text  (Caverly, Nicholson and Richard Radcliffe, 2004).The first strategy in order to improve the reading skills which can be implemented is to develop ‘Reading Nooks’  in the university campus building. The selected nook areas should be very inviting as well as user-friendly too at the same time, because the physical characteristics are vital part for creating reading environment (Krashen, 2004).The environment should be comfortable, quiet and easily accessible to the students where they can sit back on comfy chairs and relax and enjoy reading. The outside areas can have benches under the shady trees or gazebos or other shady structures can be developed or a similar kind of ‘Reading Cafe’ would also create good ambience and generate reading skills in students. These cafes should offer fictional as well as periodicals for the students to read along with tea, coffee or light snacks to create their interest in reading (Elton Hendricks and Lassiter, 2009). Second option could be creating study groups which can be joined as per their own choice and interest. In these groups they can have one faculty as guide to help or enhance their reading skills by acting as role models for the students. Thus a combination of enhanced reading skills along with support from university will definitely enhance the reading skills which will reflect in their task assignments where they can follow the instructions in better manner and get good grades.

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