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8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 119
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
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 219
BackgroundArabic Language
Sole Official
Language
One of several OfficialLanguages
200 million Native
Speakers
250 mill ion non-NS
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 319
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
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 419
Egypt (1)
Kuwait (1)
Lebanon (CLES)
Morocco (1)
West Bank‐Palestine (1)
Saudi Arabia (30)
United Arab Emirates (7)
Qatar (1)
Oman (1)
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 519
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
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 619
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 719
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
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 819
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
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 919
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
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1019
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
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1119
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
bull Emergent literacy
(reading
amp
writing)
is
neglected
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1219
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)
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1319
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1419
Appropriateness of
Reading
materials
Quantity vs Quality
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1519
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1619
Reading Texts
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1719
READING TEXT
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1819
ldquoIf we teach today as we taught yesterday we
rob our children of tomorrowrdquo (J Dewy 1916)
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1919
Thank You
Questions
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 219
BackgroundArabic Language
Sole Official
Language
One of several OfficialLanguages
200 million Native
Speakers
250 mill ion non-NS
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 319
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
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 419
Egypt (1)
Kuwait (1)
Lebanon (CLES)
Morocco (1)
West Bank‐Palestine (1)
Saudi Arabia (30)
United Arab Emirates (7)
Qatar (1)
Oman (1)
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 519
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
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 619
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 719
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
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 819
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
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 919
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
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1019
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
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1119
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
bull Emergent literacy
(reading
amp
writing)
is
neglected
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1219
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)
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1319
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1419
Appropriateness of
Reading
materials
Quantity vs Quality
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1519
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1619
Reading Texts
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1719
READING TEXT
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1819
ldquoIf we teach today as we taught yesterday we
rob our children of tomorrowrdquo (J Dewy 1916)
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1919
Thank You
Questions
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 319
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
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 419
Egypt (1)
Kuwait (1)
Lebanon (CLES)
Morocco (1)
West Bank‐Palestine (1)
Saudi Arabia (30)
United Arab Emirates (7)
Qatar (1)
Oman (1)
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 519
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
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 619
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 719
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
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 819
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
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 919
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
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1019
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
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1119
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
bull Emergent literacy
(reading
amp
writing)
is
neglected
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1219
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)
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1319
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1419
Appropriateness of
Reading
materials
Quantity vs Quality
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1519
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1619
Reading Texts
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1719
READING TEXT
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1819
ldquoIf we teach today as we taught yesterday we
rob our children of tomorrowrdquo (J Dewy 1916)
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1919
Thank You
Questions
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 419
Egypt (1)
Kuwait (1)
Lebanon (CLES)
Morocco (1)
West Bank‐Palestine (1)
Saudi Arabia (30)
United Arab Emirates (7)
Qatar (1)
Oman (1)
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 519
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
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 619
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 719
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
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 819
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
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 919
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
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1019
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
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1119
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
bull Emergent literacy
(reading
amp
writing)
is
neglected
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1219
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)
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1319
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1419
Appropriateness of
Reading
materials
Quantity vs Quality
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1519
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1619
Reading Texts
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1719
READING TEXT
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1819
ldquoIf we teach today as we taught yesterday we
rob our children of tomorrowrdquo (J Dewy 1916)
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1919
Thank You
Questions
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 519
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
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 619
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 719
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
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 819
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
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 919
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
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1019
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
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1119
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
bull Emergent literacy
(reading
amp
writing)
is
neglected
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1219
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)
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1319
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1419
Appropriateness of
Reading
materials
Quantity vs Quality
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1519
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1619
Reading Texts
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1719
READING TEXT
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1819
ldquoIf we teach today as we taught yesterday we
rob our children of tomorrowrdquo (J Dewy 1916)
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1919
Thank You
Questions
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 619
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 719
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
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 819
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
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 919
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
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1019
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
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1119
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
bull Emergent literacy
(reading
amp
writing)
is
neglected
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1219
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)
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1319
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1419
Appropriateness of
Reading
materials
Quantity vs Quality
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1519
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1619
Reading Texts
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1719
READING TEXT
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1819
ldquoIf we teach today as we taught yesterday we
rob our children of tomorrowrdquo (J Dewy 1916)
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1919
Thank You
Questions
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 719
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
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 819
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
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 919
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
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1019
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
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1119
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
bull Emergent literacy
(reading
amp
writing)
is
neglected
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1219
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)
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1319
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1419
Appropriateness of
Reading
materials
Quantity vs Quality
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1519
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1619
Reading Texts
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1719
READING TEXT
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1819
ldquoIf we teach today as we taught yesterday we
rob our children of tomorrowrdquo (J Dewy 1916)
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1919
Thank You
Questions
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 819
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
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 919
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
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1019
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
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1119
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
bull Emergent literacy
(reading
amp
writing)
is
neglected
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1219
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)
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1319
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1419
Appropriateness of
Reading
materials
Quantity vs Quality
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1519
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1619
Reading Texts
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1719
READING TEXT
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1819
ldquoIf we teach today as we taught yesterday we
rob our children of tomorrowrdquo (J Dewy 1916)
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1919
Thank You
Questions
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 919
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
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1019
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
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1119
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
bull Emergent literacy
(reading
amp
writing)
is
neglected
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1219
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)
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1319
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1419
Appropriateness of
Reading
materials
Quantity vs Quality
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1519
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1619
Reading Texts
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1719
READING TEXT
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1819
ldquoIf we teach today as we taught yesterday we
rob our children of tomorrowrdquo (J Dewy 1916)
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1919
Thank You
Questions
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1019
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
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1119
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
bull Emergent literacy
(reading
amp
writing)
is
neglected
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1219
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)
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1319
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1419
Appropriateness of
Reading
materials
Quantity vs Quality
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1519
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1619
Reading Texts
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1719
READING TEXT
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1819
ldquoIf we teach today as we taught yesterday we
rob our children of tomorrowrdquo (J Dewy 1916)
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1919
Thank You
Questions
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1119
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
bull Emergent literacy
(reading
amp
writing)
is
neglected
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1219
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)
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1319
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1419
Appropriateness of
Reading
materials
Quantity vs Quality
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1519
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1619
Reading Texts
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1719
READING TEXT
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1819
ldquoIf we teach today as we taught yesterday we
rob our children of tomorrowrdquo (J Dewy 1916)
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1919
Thank You
Questions
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1219
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)
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1319
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1419
Appropriateness of
Reading
materials
Quantity vs Quality
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1519
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1619
Reading Texts
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1719
READING TEXT
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1819
ldquoIf we teach today as we taught yesterday we
rob our children of tomorrowrdquo (J Dewy 1916)
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1919
Thank You
Questions
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1319
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1419
Appropriateness of
Reading
materials
Quantity vs Quality
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1519
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1619
Reading Texts
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1719
READING TEXT
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1819
ldquoIf we teach today as we taught yesterday we
rob our children of tomorrowrdquo (J Dewy 1916)
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1919
Thank You
Questions
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1419
Appropriateness of
Reading
materials
Quantity vs Quality
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1519
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1619
Reading Texts
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1719
READING TEXT
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1819
ldquoIf we teach today as we taught yesterday we
rob our children of tomorrowrdquo (J Dewy 1916)
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1919
Thank You
Questions
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1519
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1619
Reading Texts
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1719
READING TEXT
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1819
ldquoIf we teach today as we taught yesterday we
rob our children of tomorrowrdquo (J Dewy 1916)
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1919
Thank You
Questions
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1619
Reading Texts
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1719
READING TEXT
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1819
ldquoIf we teach today as we taught yesterday we
rob our children of tomorrowrdquo (J Dewy 1916)
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1919
Thank You
Questions
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1719
READING TEXT
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1819
ldquoIf we teach today as we taught yesterday we
rob our children of tomorrowrdquo (J Dewy 1916)
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1919
Thank You
Questions
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1819
ldquoIf we teach today as we taught yesterday we
rob our children of tomorrowrdquo (J Dewy 1916)
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1919
Thank You
Questions
4-Feb2010 UNESCO-DITT-Paris
8122019 d Isle Arabia
httpslidepdfcomreaderfulld-isle-arabia 1919
Thank You
Questions
4-Feb2010 UNESCO-DITT-Paris