Asynchronous Online Community Engagement for Developing Intensive Reading Skills Using Adapted Literary Texts

Abstract

This community engagement program introduces asynchronous online intensive reading support for local learners who frequently struggle to understand structured English texts. Many participants read word by word and lose track of how ideas relate across paragraphs. They often recognize vocabulary but remain unsure about the author’s intention or the message shaping the text. These challenges point to the need for guided reading activities that provide clear steps, accessible explanations, and a learning environment that feels encouraging rather than intimidating. An asynchronous format offers added flexibility, allowing learners to study at their own pace despite irregular schedules. The program adapts core strategies from the university’s Intensive Reading course, including skimming, scanning, identifying main ideas, tracing cohesive ties, drawing inferences, and recognizing tone. These strategies are applied to short adapted passages based on James Joyce’s Dubliners. Although the original work may seem demanding, its everyday scenes and gentle emotional cues offer a useful balance of depth and clarity when simplified. The adapted versions help learners notice how meaning unfolds gradually, sentence by sentence, without overwhelming them. All activities are delivered asynchronously through recorded explanations, annotated sample readings, independent tasks, and discussion forums where participants share interpretations. This structure allows for participation at different times while still preserving interaction. Each learner builds a reading portfolio containing summaries, inference notes, and personal reflections. The portfolio reflects the mid-test model used in the university course but is adjusted to match the needs of community learners. It becomes evidence of individual progress and helps participants observe changes in their reading habits. The program aims to strengthen comprehension, build reading confidence, and support steady literacy growth. It also encourages the formation of a small online reading circle that can continue after the project ends. By offering structure, flexibility, and relatable materials, the program supports SDG 4 (Quality Education) and aligns with the university’s mission for meaningful community empowerment.