A reading model for foundation year students at a tertiary institution in the United Arab Emirates

Abstract

This article outlines the implementation of a reading model for foundation year students at a tertiary institution in the United Arab Emirates (UAE). The aim of the reading model was to uncover and address difficulties students experienced in second language (L2) reading and help them achieve a reading level to enable progression to a bachelor degree course. We started by designing a reading construct, based on a socio-cognitive model of language proficiency (Weir 2005), which formed the basis for writing learning outcomes. We then initiated a cycle of curriculum planning, teaching, test planning, testing, analysis and feedback. In this article we report on the design process and implementation of the reading model.