Reading Encouragement: An Institutional Plan

Abstract

It is evident that reading plays an invaluable role in accessing knowledge and developing higher order thinking skills. It is normally observed that a person who reads more has certain neurological, psychological, and social benefits over a person who does not. Even so, while the advantages of reading are well-known, a considerable number of students in Colombia tend to lack systematic reading habits and effective reading skills (Perez, 2006; Delgado, 2014) when they reach university. This situation has arisen due to several reasons ranging from difficulties in accessing reading materials to a lack of clear policies guiding reading which is reflected in schools’ curricula (Zúñiga, 2003).   This presentation will explain the curricular revision undertaken by an EFL undergraduate program to strengthen the reading skills of its students. It will focus on the impact that the implementation of a reading plan can have on students’ reading habits and perceptions. The reading plan includes, among others, students’ selection of a book of their preference and the development of discussion sessions led by students themselves. The reading material for the plan is different from the core reading materials that students have to complete during the semester. To follow up on students reading habits and perceptions, information gathered from surveys, interviews, and focus groups will be analyzed from both the pilot and implementation phases of the reading plan throughout various levels of the English program. First, an overview of general curricular adjustments will be presented