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Reflections on

ldquoGood

Practicerdquo

in

Dyslexia

in

Arabic

UNESCO‐DITT

Paris

Feb 2010

ByDr Sana Tibi

United Arab Emirates University

4-Feb2010 UNESCO-DITT-Paris



BackgroundArabic Language

Sole Official

Language

One of several OfficialLanguages

200 million Native

Speakers

250 mill ion non-NS



Good Practice Questionnaire

Replied

bull Saudi Arabia

bull Egypt

bull United Arab Emirates

bull Kuwait

bull Qatar

bull Oman

bull Morocco

bull West Bank‐Palestine

No reply

bull Jordanbull Syria

bull Yemen

bull Bahrain

bull Tunisiabull Algeria

bull Iraq

bull Mauritania

bull Sudanbull Libya

bull Somalia

bull Djibouti




Egypt (1)

Kuwait (1)

Lebanon (CLES)

Morocco (1)

West Bank‐Palestine (1)

Saudi Arabia (30)

United Arab Emirates (7)

Qatar (1)

Oman (1)




Shared Views

bull Linguistic features of Arabic Orthography seen as

a constraint

bull Literacy is encouraged

bull Emergent literacy is ignored

bull Dyslexia is

not

being

officially

recognized

bull Quran recitation (memory amp speech skills)

bull Lack of standardized tools

bull Need for

professional

development

bull Lack of methodologies amp appropriate resources

to help people with dyslexia






Literacy

bull Rates

bull Stringent laws

‐higher

expectations

bull Types of literacy

bull Emergent literacy

(reading

amp

writing)

bull Curricula of words introduced of times

the same

words

were

repeated

picture

‐text

relationship




Types of Literacy Family

Literacy

Emergent Literacy

Adult Literacy

Functional Literacy

Personal Literacy

Technological

Literacy

Computer Literacy

Digital Literacy

Media Literacy

Information Literacy

Global Literacy

Multilingual literacy4-Feb2010 UNESCO-DITT-Paris



Adult Illiteracy Rates in the Arab Region

Country

(UNESCO 2003) (AKR

2009)

Jordan 102 73

Mauritania 598 448

Yemen 536 427

Morocco 512 453

Egypt 447 286

Sudan 423 391

Algeria 333 254

Kuwait 67

Occupied Palestinian T 76

Oman 163

Qatar 102

Saudi Arabia 157

UAE 1024-Feb2010 UNESCO-DITT-Paris



Literacy rates () among young people (15‐24 years of

age)

Country (AKR 2009)

Egypt 85Jordan 99

Kuwait 99

Morocco 74

Occupied Palestinian Territories 99

Oman 98

Qatar 97

Saudi Arabia 97

UAE 97




How are we teaching reading

bull Instruction focuses on communication skills

Speaking Listening Poetry Reading amp Writing

bull Instruction in each of these areas is rotated every day

bull Instructional focus is on reading not learning to read

bull Instruction is

not

robust

enoughmdashneed

reading

instruction every day (PA amp AP)

bull Speaking colloquial in the Arabic language classes


(reading

amp

writing)

is

neglected




How does Dyslexia manifest itself in

ArabicResearch on Reading in Arabic

bull Context sensitivity

(Abu‐Rabia

1997)

bull Errors of Dyslexics amp Controls (Abu‐Rabia amp Taha

2004)

bull Performance on PA tasks (CV cohesion) (Saiegh‐

Haddad 2003 2007 Tibi 2009)

bull ORF (speed

amp

accuracy)

(Tibi 2010)

bull Role of morphology in reading accuracy amp

comprehension

(Abu‐Rabia

2006)

bull Linguistic Distance (Saiegh‐Haddad 2003)





Appropriateness of

Reading

materials

Quantity vs Quality






Reading Texts




READING TEXT




ldquoIf we teach today as we taught yesterday we

rob our children of tomorrowrdquo (J Dewy 1916)



Thank You

Questions




BackgroundArabic Language

Sole Official

Language

One of several OfficialLanguages

200 million Native

Speakers

250 mill ion non-NS




Replied

bull Saudi Arabia

bull Egypt


bull Kuwait

bull Qatar

bull Oman

bull Morocco


No reply


bull Yemen

bull Bahrain


bull Iraq

bull Mauritania


bull Somalia

bull Djibouti




Egypt (1)

Kuwait (1)

Lebanon (CLES)

Morocco (1)


Saudi Arabia (30)


Qatar (1)

Oman (1)




Shared Views


a constraint



bull Dyslexia is

not

being

officially

recognized



bull Need for

professional

development








Literacy

bull Rates

bull Stringent laws

‐higher

expectations



(reading

amp

writing)


the same

words

were

repeated

picture

‐text

relationship





Literacy

Emergent Literacy

Adult Literacy

Functional Literacy

Personal Literacy

Technological

Literacy

Computer Literacy

Digital Literacy

Media Literacy


Global Literacy





Country

(UNESCO 2003) (AKR

2009)

Jordan 102 73

Mauritania 598 448

Yemen 536 427

Morocco 512 453

Egypt 447 286

Sudan 423 391

Algeria 333 254

Kuwait 67


Oman 163

Qatar 102

Saudi Arabia 157





age)

Country (AKR 2009)

Egypt 85Jordan 99

Kuwait 99

Morocco 74


Oman 98

Qatar 97

Saudi Arabia 97

UAE 97









bull Instruction is

not

robust

enoughmdashneed

reading




(reading

amp

writing)

is

neglected







(Abu‐Rabia

1997)


2004)


Haddad 2003 2007 Tibi 2009)

bull ORF (speed

amp

accuracy)

(Tibi 2010)


comprehension

(Abu‐Rabia

2006)






Appropriateness of

Reading

materials

Quantity vs Quality






Reading Texts




READING TEXT








Thank You

Questions





Replied

bull Saudi Arabia

bull Egypt


bull Kuwait

bull Qatar

bull Oman

bull Morocco


No reply


bull Yemen

bull Bahrain


bull Iraq

bull Mauritania


bull Somalia

bull Djibouti




Egypt (1)

Kuwait (1)

Lebanon (CLES)

Morocco (1)


Saudi Arabia (30)


Qatar (1)

Oman (1)




Shared Views


a constraint



bull Dyslexia is

not

being

officially

recognized



bull Need for

professional

development








Literacy

bull Rates

bull Stringent laws

‐higher

expectations



(reading

amp

writing)


the same

words

were

repeated

picture

‐text

relationship





Literacy

Emergent Literacy

Adult Literacy

Functional Literacy

Personal Literacy

Technological

Literacy

Computer Literacy

Digital Literacy

Media Literacy


Global Literacy





Country

(UNESCO 2003) (AKR

2009)

Jordan 102 73

Mauritania 598 448

Yemen 536 427

Morocco 512 453

Egypt 447 286

Sudan 423 391

Algeria 333 254

Kuwait 67


Oman 163

Qatar 102

Saudi Arabia 157





age)

Country (AKR 2009)

Egypt 85Jordan 99

Kuwait 99

Morocco 74


Oman 98

Qatar 97

Saudi Arabia 97

UAE 97









bull Instruction is

not

robust

enoughmdashneed

reading




(reading

amp

writing)

is

neglected







(Abu‐Rabia

1997)


2004)


Haddad 2003 2007 Tibi 2009)

bull ORF (speed

amp

accuracy)

(Tibi 2010)


comprehension

(Abu‐Rabia

2006)






Appropriateness of

Reading

materials

Quantity vs Quality






Reading Texts




READING TEXT








Thank You

Questions




Egypt (1)

Kuwait (1)

Lebanon (CLES)

Morocco (1)


Saudi Arabia (30)


Qatar (1)

Oman (1)




Shared Views


a constraint



bull Dyslexia is

not

being

officially

recognized



bull Need for

professional

development








Literacy

bull Rates

bull Stringent laws

‐higher

expectations



(reading

amp

writing)


the same

words

were

repeated

picture

‐text

relationship





Literacy

Emergent Literacy

Adult Literacy

Functional Literacy

Personal Literacy

Technological

Literacy

Computer Literacy

Digital Literacy

Media Literacy


Global Literacy





Country

(UNESCO 2003) (AKR

2009)

Jordan 102 73

Mauritania 598 448

Yemen 536 427

Morocco 512 453

Egypt 447 286

Sudan 423 391

Algeria 333 254

Kuwait 67


Oman 163

Qatar 102

Saudi Arabia 157





age)

Country (AKR 2009)

Egypt 85Jordan 99

Kuwait 99

Morocco 74


Oman 98

Qatar 97

Saudi Arabia 97

UAE 97









bull Instruction is

not

robust

enoughmdashneed

reading




(reading

amp

writing)

is

neglected







(Abu‐Rabia

1997)


2004)


Haddad 2003 2007 Tibi 2009)

bull ORF (speed

amp

accuracy)

(Tibi 2010)


comprehension

(Abu‐Rabia

2006)






Appropriateness of

Reading

materials

Quantity vs Quality






Reading Texts




READING TEXT








Thank You

Questions




Shared Views


a constraint



bull Dyslexia is

not

being

officially

recognized



bull Need for

professional

development








Literacy

bull Rates

bull Stringent laws

‐higher

expectations



(reading

amp

writing)


the same

words

were

repeated

picture

‐text

relationship





Literacy

Emergent Literacy

Adult Literacy

Functional Literacy

Personal Literacy

Technological

Literacy

Computer Literacy

Digital Literacy

Media Literacy


Global Literacy





Country

(UNESCO 2003) (AKR

2009)

Jordan 102 73

Mauritania 598 448

Yemen 536 427

Morocco 512 453

Egypt 447 286

Sudan 423 391

Algeria 333 254

Kuwait 67


Oman 163

Qatar 102

Saudi Arabia 157





age)

Country (AKR 2009)

Egypt 85Jordan 99

Kuwait 99

Morocco 74


Oman 98

Qatar 97

Saudi Arabia 97

UAE 97









bull Instruction is

not

robust

enoughmdashneed

reading




(reading

amp

writing)

is

neglected







(Abu‐Rabia

1997)


2004)


Haddad 2003 2007 Tibi 2009)

bull ORF (speed

amp

accuracy)

(Tibi 2010)


comprehension

(Abu‐Rabia

2006)






Appropriateness of

Reading

materials

Quantity vs Quality






Reading Texts




READING TEXT








Thank You

Questions






Literacy

bull Rates

bull Stringent laws

‐higher

expectations



(reading

amp

writing)


the same

words

were

repeated

picture

‐text

relationship





Literacy

Emergent Literacy

Adult Literacy

Functional Literacy

Personal Literacy

Technological

Literacy

Computer Literacy

Digital Literacy

Media Literacy


Global Literacy





Country

(UNESCO 2003) (AKR

2009)

Jordan 102 73

Mauritania 598 448

Yemen 536 427

Morocco 512 453

Egypt 447 286

Sudan 423 391

Algeria 333 254

Kuwait 67


Oman 163

Qatar 102

Saudi Arabia 157





age)

Country (AKR 2009)

Egypt 85Jordan 99

Kuwait 99

Morocco 74


Oman 98

Qatar 97

Saudi Arabia 97

UAE 97









bull Instruction is

not

robust

enoughmdashneed

reading




(reading

amp

writing)

is

neglected







(Abu‐Rabia

1997)


2004)


Haddad 2003 2007 Tibi 2009)

bull ORF (speed

amp

accuracy)

(Tibi 2010)


comprehension

(Abu‐Rabia

2006)






Appropriateness of

Reading

materials

Quantity vs Quality






Reading Texts




READING TEXT








Thank You

Questions





Literacy

Emergent Literacy

Adult Literacy

Functional Literacy

Personal Literacy

Technological

Literacy

Computer Literacy

Digital Literacy

Media Literacy


Global Literacy





Country

(UNESCO 2003) (AKR

2009)

Jordan 102 73

Mauritania 598 448

Yemen 536 427

Morocco 512 453

Egypt 447 286

Sudan 423 391

Algeria 333 254

Kuwait 67


Oman 163

Qatar 102

Saudi Arabia 157





age)

Country (AKR 2009)

Egypt 85Jordan 99

Kuwait 99

Morocco 74


Oman 98

Qatar 97

Saudi Arabia 97

UAE 97









bull Instruction is

not

robust

enoughmdashneed

reading




(reading

amp

writing)

is

neglected







(Abu‐Rabia

1997)


2004)


Haddad 2003 2007 Tibi 2009)

bull ORF (speed

amp

accuracy)

(Tibi 2010)


comprehension

(Abu‐Rabia

2006)






Appropriateness of

Reading

materials

Quantity vs Quality






Reading Texts




READING TEXT








Thank You

Questions





Country

(UNESCO 2003) (AKR

2009)

Jordan 102 73

Mauritania 598 448

Yemen 536 427

Morocco 512 453

Egypt 447 286

Sudan 423 391

Algeria 333 254

Kuwait 67


Oman 163

Qatar 102

Saudi Arabia 157





age)

Country (AKR 2009)

Egypt 85Jordan 99

Kuwait 99

Morocco 74


Oman 98

Qatar 97

Saudi Arabia 97

UAE 97









bull Instruction is

not

robust

enoughmdashneed

reading




(reading

amp

writing)

is

neglected







(Abu‐Rabia

1997)


2004)


Haddad 2003 2007 Tibi 2009)

bull ORF (speed

amp

accuracy)

(Tibi 2010)


comprehension

(Abu‐Rabia

2006)






Appropriateness of

Reading

materials

Quantity vs Quality






Reading Texts




READING TEXT








Thank You

Questions





age)

Country (AKR 2009)

Egypt 85Jordan 99

Kuwait 99

Morocco 74


Oman 98

Qatar 97

Saudi Arabia 97

UAE 97









bull Instruction is

not

robust

enoughmdashneed

reading




(reading

amp

writing)

is

neglected







(Abu‐Rabia

1997)


2004)


Haddad 2003 2007 Tibi 2009)

bull ORF (speed

amp

accuracy)

(Tibi 2010)


comprehension

(Abu‐Rabia

2006)






Appropriateness of

Reading

materials

Quantity vs Quality






Reading Texts




READING TEXT








Thank You

Questions









bull Instruction is

not

robust

enoughmdashneed

reading




(reading

amp

writing)

is

neglected







(Abu‐Rabia

1997)


2004)


Haddad 2003 2007 Tibi 2009)

bull ORF (speed

amp

accuracy)

(Tibi 2010)


comprehension

(Abu‐Rabia

2006)






Appropriateness of

Reading

materials

Quantity vs Quality






Reading Texts




READING TEXT








Thank You

Questions







(Abu‐Rabia

1997)


2004)


Haddad 2003 2007 Tibi 2009)

bull ORF (speed

amp

accuracy)

(Tibi 2010)


comprehension

(Abu‐Rabia

2006)






Appropriateness of

Reading

materials

Quantity vs Quality






Reading Texts




READING TEXT








Thank You

Questions






Appropriateness of

Reading

materials

Quantity vs Quality






Reading Texts




READING TEXT








Thank You

Questions






Reading Texts




READING TEXT








Thank You

Questions




READING TEXT








Thank You

Questions








Thank You

Questions


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