@article{oai:hokurikugakuin.repo.nii.ac.jp:00000305,
 author = {Lynch, Gavin and Lynch, Gavin},
 journal = {北陸学院短期大学紀要, Bulletin of Hokuriku Gakuin Junior College},
 month = {Apr},
 note = {How do we improve the effectiveness of teaching reading to young adults at post-high school level? How should we go about teaching reading to intermediate-level students of average motivation? Teaching should be carried out in the context of the students' environment and a special approach is needed with build-in support for the Asian student. This paper focuses on students in Japan but it is hoped that it may be relevant to schools and colleges across Asia. This research is on the design and realization of a reading course running for two semesters at a two year junior college in Japan. The challenge was to provide the students with a solid reading foundation in the first semester, and build on that foundation to help them to accomplish reading a modern novel in the second semester. This paper mainly discusses the curriculum design for the second semester and aims to show how teacher-created support structures and class management can aid the students in reaching their goals. This paper will show how using a well-designed reading curriculum can aid the teacher in understanding their role and what is expected of them in the reading class. It will discuss the extent of support needed by the student and the results in terms of motivation, satisfaction and understanding of the material. Reuse and sharing of teaching materials will also be suggested. The goals of the research, the method and the findings are discussed as follows : 1. Young adults can become motivated by a reading course which uses high level material written for native speakers. 2. Good design of a two semester reading curriculum requires two different approaches. 3. Guiding the students through a native-level book requires support structures to be provided. 4. The onus should be on the teacher to provide support to the student. 5. Higher-level reading should be teacher led in an Asian context. 6. The place of L1 and L2 in the reading classroom. 7. Motivation can be elevated by making reading a group activity., How do we improve the effectiveness of teaching reading to young adults at post-high school level? How should we go about teaching reading to intermediate-level students of average motivation? Teaching should be carried out in the context of the students' environment and a special approach is needed with build-in support for the Asian student. This paper focuses on students in Japan but it is hoped that it may be relevant to schools and colleges across Asia. This research is on the design and realization of a reading course running for two semesters at a two year junior college in Japan. The challenge was to provide the students with a solid reading foundation in the first semester, and build on that foundation to help them to accomplish reading a modern novel in the second semester. This paper mainly discusses the curriculum design for the second semester and aims to show how teacher-created support structures and class management can aid the students in reaching their goals. This paper will show how using a well-designed reading curriculum can aid the teacher in understanding their role and what is expected of them in the reading class. It will discuss the extent of support needed by the student and the results in terms of motivation, satisfaction and understanding of the material. Reuse and sharing of teaching materials will also be suggested. The goals of the research, the method and the findings are discussed as follows : 1. Young adults can become motivated by a reading course which uses high level material written for native speakers. 2. Good design of a two semester reading curriculum requires two different approaches. 3. Guiding the students through a native-level book requires support structures to be provided. 4. The onus should be on the teacher to provide support to the student. 5. Higher-level reading should be teacher led in an Asian context. 6. The place of L1 and L2 in the reading classroom. 7. Motivation can be elevated by making reading a group activity.},
 pages = {329--347},
 title = {Designing the Reading Curriculum : Taking the Intensive out of Intensive reading},
 volume = {39},
 year = {2007}
}