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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