Modular Reading Program: An Educational Alternative

Author(s): Beverly Folasade Sowande

Source: Journal of Reading, Vol. 21, No. 2 (Nov., 1977), pp. 135-138
Published by: Wiley on behalf of the International Reading Association
Stable URL: http://www.jstor.org/stable/40013092 .
Accessed: 18/06/2014 21:58

Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at .
http://www.jstor.org/page/info/about/policies/terms.jsp

.
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of
content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms
of scholarship. For more information about JSTOR, please contact support@jstor.org.

Wiley and International Reading Association are collaborating with JSTOR to digitize, preserve and extend
access to Journal of Reading.

http://www.jstor.org

This content downloaded from 62.122.76.48 on Wed, 18 Jun 2014 21:58:57 PM

All use subject to JSTOR Terms and Conditions
 Modular Reading Program:
An Educational Alternative
BEVERLY FOLASADE SOWANDE In 1972 the author devised
an alternate, modular system for
Sowande teaches reading in the teaching remedial and college level
ModularReading Program, reading courses for students who
Department of Academic Skills, at need to develop skills, particularlyin
Hunter College of the City University reading, who don't necessarily need
of New York,in New YorkCity. exactly one semester of work.
The new program is part of the
Hunter College SEEK program
(Search for Education, Elevationand
Knowledge), a program of the City
University of New York which gives
financial and educational assistance
to high school graduates or the
equivalent from designated poverty
areas of New YorkCity. The program
provides remediation in several
areas, including reading.
As the program was originally
designed, students who needed help
in one or two areas were requiredto
register for a complete semester
course in order to receive
assistance-- a waste of time for both
students and teachers.
All people, including those in need
of remediation, have different learn-
ing styles and different rates of learn-
ing. Many Hunter College SEEK
students have specific and limited
135

This content downloaded from 62.122.76.48 on Wed, 18 Jun 2014 21:58:57 PM

All use subject to JSTOR Terms and Conditions

gaps in their educational experi-
ences. Others have deficiencies of a
more diffuse nature. Thus, not every
student receives maximum benefit
from fourteen or fifteen weeks of
classroom training.
SEEK's traditional structure
provided for three reading courses:
Developmental Reading I and II, and
Critical Reading, all three of which
continue to be offered in addition to
the new program. The new Modular
Reading Program is a system of
consecutive but independent units of
instruction. Fifteen modules have
been developed to date.
• Phonics teaches discrimination
of vowels and consonants in all of
their various forms- syllabication,
syllabic stress, formation of plurals,
and basic spelling rules. Two weeks.
• Reading Skills I teaches an
understanding of the relationship
136 Journal of Reading November 1977
This content downloaded from 62.122.76.48 on Wed, 18 Jun 2014 21:58:57 PM
All use subject to JSTOR Terms and Conditions
Photo by James Lott
between language and reading,
expansion of sight vocabulary based
on class experiences, and fostering
of intellectual curiosity. Three weeks,
double class sessions.
• Reading Skills II promotes
development of critical listening,
better literal comprehension,
location of main ideas, use of context
for definitions, connotations and
denotations, variation of reading rate
for specific purposes, synonyms,
antonyms, homonyms, and develop-
ment of reading as a source of knowl-
edge. Three weeks.
• Vocabulary I encourages im-
provement in vocabulary up to eighth
grade level and teaches parts of
speech- prefixes, suffixes, common
roots, dictionary and thesaurus
usage including the reading of
phonetic transcriptions, contractions
and comparatives. Four weeks,
 double sessions. • Vocabulary IV promotes im-
• Reading Comprehension I provement in vocabulary up to
teaches sequence, cause and effect, twelfth grade level. Two weeks,
contrast and comparison, main ideas double sessions.
and supporting details, paraphras- • Thesis Term Paper Writing
ing, summarizing, conclusions and teaches choice of topic, formulations
judgments, generalizations, as- of thesis, selection of sources,
sumptions, inferences, implica- organization, outlining, documen-
tions, and fact and opinion. Three tation, footnoting, bibliography,
weeks, double sessions. development of body of paper and
• Study Skills covers bibliog- conclusion; it requires submission of
raphies, use of footnotes and index, a typed thesis term paper. Three
following directions, outlining, weeks, double sessions.
notetaking, examination taking skills, • Reading Fluency II is an in-
skimming, scanning, and key word dividualized program to increase
reading. Two weeks, double reading speed and comprehension
sessions. through elimination of regressions,
• Library Skills gives practice in multiple fixations, and other habits
locating information in the library. which slow reading. Three weeks.
One week. The series of modules taken by
• Vocabulary II promotes each student depends on the results
improvement in vocabulary up to of a placement examination which
tenth grade level. Four weeks. has been written by the author, each
• Reading Comprehension II section of which is specifically paired
teaches literal and figurative with one of the modules offered.
language, recognition of satire, irony, Students who satisfactorily pass all
sarcasm, humor, author's intent, sections of the examination are
attitude, tone and bias, evaluation of required to take only Term Paper
sources, and propaganda tech- Writing, Study Skills, and Reading
niques. Three weeks. Fluency II modules and hand in a
• Vocabulary III encourages thesis term paper. Students earn
improvement in vocabulary up to three credits for this work after
eleventh grade level. Four weeks. spending a total of three to five weeks
• Reading Fluency I is an in- in the modular program.
dividualized program to increase oral The duration of the modules
reading accuracy and compre- ranges from one to four weeks of
hension. Three weeks. single (45-minute) or double (90-
• Critical Analysis teaches minute) sessions. Each module is
concepts of critical reading, analysis offered twice in the semester. A
of reading material, recognition of student may enroll in three modules
thesis, evaluation of author's sup- simultaneously. Each student is
porting evidence, qualifications and evaluated by the instructor at the
fallacious arguments, familiarity with completion of each module. Should a
basic principles and terminology of stydent have to repeat any module,
elementary statistical functions, and he or she can reschedule it into his or
reading of charts and graphs. Three her program for a time later in the
weeks, double sessions. semester. At the end of the semester,

SOWANDE: Modular Reading Program 137

This content downloaded from 62.122.76.48 on Wed, 18 Jun 2014 21:58:57 PM

All use subject to JSTOR Terms and Conditions
the student takes an exit examination
and is awarded a grade and credit
based on the higest level passed, the
module examinations, and the
student's term paper mark.
The Modular Reading Program
requires three teachers working with
groups of twelve to twenty students
each, three sessions each day, four
days a week, for a total of ten to
twelve teaching hours a week. The
concept, however, is expandable to
any number of sessions, dealing with
any number of subjects or larger
groups of students.
Since this is a new program,there
are many questions to be answered
regarding this approach. Is the
system too fragmental? Will it inter-
fere with a student's understandingof
the interrelationship of skills and
learning? Is it betterfor students to sit
through a whole course, even if they
know much of the material? Is the
familiaritywith some of the materiala
motivatingfactor for students in need
of remediation? Are students de-
privedof possible insights they might
gain from peers in the traditional
classroom situation? Are there
expectations about school which will
not be met by the modularprogram's
approach and that will significantly
interfere with optimal learning? Will
attendance be constant? Will learn-
ing be faster or easier? How will
teachers react to this type of pro-
gram? Are the time allotments for the
modules feasible?
Although the answers to these
questions are still to come, it would
appear that the program may offer
many educational opportunities to
students and teachers. We often find
students who make good beginnings
in classes but tend to "fizzle out"
before completing a semester
course. For students (and teachers)
with relatively short attention spans,
the modular program provides a
shortened learning period where
students can experience success and
completion of specific learnings
before their interest wanes.
The students have a sense of ac-
complishment as they finish each
module ratherthan having to wait for
the end of the semester to complete
everything. Failurein one area has no
bearing on success in other areas,
and should not interfere with moti-
vation to move on to other modules,
other teachers, and other points of
view and styles of teaching.
The program affords students an
opportunity to concentrate their
energies and powers on a clearly
delineated and specific skill. This
should cut down on the confusion
that sometimes exists when students
are not quite sure where one unit
ends and another begins.
Through the Modular Reading
Program, teachers will have an op-
portunityto crystalize the essence of
the skills they teach and, once done,
identify the need for development of
new materials and approaches.

Intercultural Group Schedules Conferences

The Society for InterculturalEducation, Trainingand Research will hold
its fourth annual conference February 23-26, 1978, in Phoenix, Arizona.
Information about the conference is available from William G. Davey,
SIETARConference Chair, Departmentof Communication and Theater.

138 Journal of Reading November 1977

This content downloaded from 62.122.76.48 on Wed, 18 Jun 2014 21:58:57 PM

All use subject to JSTOR Terms and Conditions