A reading competency survey to local senates was completed and the results discussed in a Spring 2009 Plenary Breakout. The committee and attendees at the Breakout felt that a position paper is unnecessary. The last part of the resolution as a reading competency is currently required by Title 5. Two Rostrum articles were written in September 09 and April 2010 directly addressing the heart of the resolution. Additionally, the Basic Skills Supplemental report has disaggregated reading from English success, progress and number of sections providing a continuous and regular measure of the reading needs and accomplishments for each college.
Whereas, Reading skills and strategies are core competencies inherently fundamental to all information acquisition, measurements of success in student progression, and achievement;
Whereas, Reading is a skill paramount to the educational process and the workplace, regardless of educational goals, expectations, or outcomes;
Whereas, There is a lack of emphasis on learning reading as a necessary life-enhancing skill, yet no individual is considered literate or educated unless his/her reading skills exceed basic comprehension or vocabulary use for both academic and career successes; and
Whereas, Reading instruction stresses acquisition of knowledge that empowers thinkers to investigate ideas far beyond initial textual representation, develop conceptual thinking, and acquire theoretical knowledge necessary for practical application in problem solving and analytical thinking;
Resolved, That the Academic Senate for California Community Colleges recommend that reading competency be required of all community college graduates, that we examine the inconsistencies associated with reading requirements for graduation, and that we take a position to promote reading as essential to all forms of student success; and
Resolved, That the Academic Senate for California Community Colleges provide a phase in period of two to three years to allow for research on the impact of a reading competency requirement on students with diagnosed/documented reading disabilities.