How to Speed up Arabic Literacy for Lower-Income Students? : Some Insights from Cognitive Neuroscience

Students in low-income countries often have trouble learning to read; 80-90 percent of second and third graders in some countries cannot even read a single word and may know few if any letters (RTI 2009, 2010, 2011a, 2011b). The reasons are linked...

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Main Author:	Abadzi, Helen
Format:	Working Paper
Language:	English en_US
Published:	World Bank, Washington, DC 2017
Subjects:	ACADEMIC PERFORMANCE ACHIEVEMENT ACHIEVEMENT OF GIRLS ADOLESCENTS ADULT ILLITERACY ADULT LEARNERS ADULTS BASIC LITERACY BASIC READING BILINGUAL EDUCATION BILINGUALISM CALL CLASSROOM CLASSROOM TEACHING COMPLEXITY COMPREHENSION CURRICULA CURRICULUM CURRICULUM DEVELOPMENT DIAGNOSTIC TEST DIALECTS DISSERTATION DISSERTATIONS DRAWING DROP-OUTS EARLY GRADES EARLY LITERACY EARLY READING EDUCATION FOR ALL EDUCATION REFORM EDUCATION SECTOR EDUCATIONAL ACHIEVEMENT EDUCATIONAL DEVELOPMENT EDUCATIONAL ENROLLMENT EDUCATIONAL PSYCHOLOGY EDUCATIONAL QUALITY EDUCATIONAL RESEARCH EDUCATORS EFFECTIVE TEACHERS EFFECTIVE TEACHING ENROLLMENT EXAMS GIRLS GRAMMAR HIGHER GRADES HOMEWORK HUMAN RESOURCES ILLITERACY ILLITERATE ADULTS INSTRUCTION INSTRUCTION METHODS INSTRUCTIONAL METHODS INSTRUCTIONAL TIME INTERVENTIONS LANGUAGE ARTS LANGUAGE INSTRUCTION LANGUAGES LEARNING LEARNING CURVES LEARNING DISABILITIES LEARNING OUTCOMES LECTURES LESSON PLANS LISTENING LITERACY LITERACY SKILLS LITERATE PEOPLE LITERATURE LOW-INCOME STUDENTS MEANING MORPHOLOGY NUTRITION OLDER CHILDREN PEDAGOGY PHONOLOGY POOR READERS PRIMARY EDUCATION PRIMARY EDUCATION PROJECT PSYCHOLINGUISTICS READING READING ACHIEVEMENT READING ACTIVITIES READING COMPREHENSION READING INSTRUCTION REDUNDANCY REPETITION RESEARCHERS SCHOOL BOOKS SCHOOL DIRECTORS SCHOOL EFFECTIVENESS SCHOOL PRINCIPALS SCHOOL REHABILITATION SCHOOL YEAR SCHOOLS SCIENTIFIC RESEARCH SPEAKING SPECIAL EDUCATION STUDENT TEACHERS TEACHER TEACHER TRAINING TEACHING TEACHING METHODS TEACHING OF READING TEST SCORES TEXTBOOK TEXTBOOK DESIGN TRAINEES UNIVERSITIES VOCABULARY WHOLE LANGUAGE APPROACH WRITING SYSTEMS
Online Access:	http://documents.worldbank.org/curated/en/475061468333311427/How-to-speed-up-Arabic-literacy-for-lower-income-students-some-insights-from-cognitive-neuroscience http://hdl.handle.net/10986/26823

id	okr-10986-26823
recordtype	oai_dc
spelling	okr-10986-268232021-04-23T14:04:36Z How to Speed up Arabic Literacy for Lower-Income Students? : Some Insights from Cognitive Neuroscience Abadzi, Helen ACADEMIC PERFORMANCE ACHIEVEMENT ACHIEVEMENT OF GIRLS ADOLESCENTS ADULT ILLITERACY ADULT LEARNERS ADULTS BASIC LITERACY BASIC READING BILINGUAL EDUCATION BILINGUALISM CALL CLASSROOM CLASSROOM TEACHING COMPLEXITY COMPREHENSION CURRICULA CURRICULUM CURRICULUM DEVELOPMENT DIAGNOSTIC TEST DIALECTS DISSERTATION DISSERTATIONS DRAWING DROP-OUTS EARLY GRADES EARLY LITERACY EARLY READING EDUCATION FOR ALL EDUCATION REFORM EDUCATION SECTOR EDUCATIONAL ACHIEVEMENT EDUCATIONAL DEVELOPMENT EDUCATIONAL ENROLLMENT EDUCATIONAL PSYCHOLOGY EDUCATIONAL QUALITY EDUCATIONAL RESEARCH EDUCATORS EFFECTIVE TEACHERS EFFECTIVE TEACHING ENROLLMENT EXAMS GIRLS GRAMMAR HIGHER GRADES HOMEWORK HUMAN RESOURCES ILLITERACY ILLITERATE ADULTS INSTRUCTION INSTRUCTION METHODS INSTRUCTIONAL METHODS INSTRUCTIONAL TIME INTERVENTIONS LANGUAGE ARTS LANGUAGE INSTRUCTION LANGUAGES LEARNING LEARNING CURVES LEARNING DISABILITIES LEARNING OUTCOMES LECTURES LESSON PLANS LISTENING LITERACY LITERACY SKILLS LITERATE PEOPLE LITERATURE LOW-INCOME STUDENTS MEANING MORPHOLOGY NUTRITION OLDER CHILDREN PEDAGOGY PHONOLOGY POOR READERS PRIMARY EDUCATION PRIMARY EDUCATION PROJECT PSYCHOLINGUISTICS READING READING ACHIEVEMENT READING ACTIVITIES READING COMPREHENSION READING INSTRUCTION REDUNDANCY REPETITION RESEARCHERS SCHOOL BOOKS SCHOOL DIRECTORS SCHOOL EFFECTIVENESS SCHOOL PRINCIPALS SCHOOL REHABILITATION SCHOOL YEAR SCHOOLS SCIENTIFIC RESEARCH SPEAKING SPECIAL EDUCATION STUDENT TEACHERS TEACHER TEACHER TRAINING TEACHING TEACHING METHODS TEACHING OF READING TEST SCORES TEXTBOOK TEXTBOOK DESIGN TRAINEES UNIVERSITIES VOCABULARY WHOLE LANGUAGE APPROACH WRITING SYSTEMS Students in low-income countries often have trouble learning to read; 80-90 percent of second and third graders in some countries cannot even read a single word and may know few if any letters (RTI 2009, 2010, 2011a, 2011b). The reasons are linked to limited instructional time, textbooks or parental help, potentially poor nutrition, or complex teaching methods that originated in high-income countries. Despite relative affluence, the academic performance in the Arab world has been a problem, with countries scoring on international tests much lower than expected based on per capita income level. Similarly Early Grade Reading Assessments (EGRA) in various countries has shown lower reading speeds than one would expect. In Pakistan and Afghanistan, which use the Arabic script, the issues are similar. The interaction of the perceptual and linguistic complexities turns Arabic reading into a complex multistage exercise. A reader of the Arabic script must: (a) decipher the text, (b) predict the vowels and keep multiple alternative words in working memory to test and decide on meaning, and (c) make linguistic sense in the case of Arabic. This process means that readers need to identify words faster than in other scripts in order to make sense of the text, but in fact they identify them more slowly. Not surprisingly, some studies suggest that the Arabic script may be read more slowly than visually simpler scripts or linear scripts. Education for All implies that nearly all students must somehow learn fluent reading very quickly when they start school in order to then progress to higher level topics. This must be achievable in all the languages and scripts used in low-income countries. By focusing on these lower-level variables this is doable. 2017-06-01T19:10:42Z 2017-06-01T19:10:42Z 2012-11-20 Working Paper http://documents.worldbank.org/curated/en/475061468333311427/How-to-speed-up-Arabic-literacy-for-lower-income-students-some-insights-from-cognitive-neuroscience http://hdl.handle.net/10986/26823 English en_US GPE Working Paper Series on Learning;No. 9 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank World Bank, Washington, DC Publications & Research Publications & Research :: Working Paper
repository_type	Digital Repository
institution_category	Foreign Institution
institution	Digital Repositories
building	World Bank Open Knowledge Repository
collection	World Bank
language	English en_US
topic	ACADEMIC PERFORMANCE ACHIEVEMENT ACHIEVEMENT OF GIRLS ADOLESCENTS ADULT ILLITERACY ADULT LEARNERS ADULTS BASIC LITERACY BASIC READING BILINGUAL EDUCATION BILINGUALISM CALL CLASSROOM CLASSROOM TEACHING COMPLEXITY COMPREHENSION CURRICULA CURRICULUM CURRICULUM DEVELOPMENT DIAGNOSTIC TEST DIALECTS DISSERTATION DISSERTATIONS DRAWING DROP-OUTS EARLY GRADES EARLY LITERACY EARLY READING EDUCATION FOR ALL EDUCATION REFORM EDUCATION SECTOR EDUCATIONAL ACHIEVEMENT EDUCATIONAL DEVELOPMENT EDUCATIONAL ENROLLMENT EDUCATIONAL PSYCHOLOGY EDUCATIONAL QUALITY EDUCATIONAL RESEARCH EDUCATORS EFFECTIVE TEACHERS EFFECTIVE TEACHING ENROLLMENT EXAMS GIRLS GRAMMAR HIGHER GRADES HOMEWORK HUMAN RESOURCES ILLITERACY ILLITERATE ADULTS INSTRUCTION INSTRUCTION METHODS INSTRUCTIONAL METHODS INSTRUCTIONAL TIME INTERVENTIONS LANGUAGE ARTS LANGUAGE INSTRUCTION LANGUAGES LEARNING LEARNING CURVES LEARNING DISABILITIES LEARNING OUTCOMES LECTURES LESSON PLANS LISTENING LITERACY LITERACY SKILLS LITERATE PEOPLE LITERATURE LOW-INCOME STUDENTS MEANING MORPHOLOGY NUTRITION OLDER CHILDREN PEDAGOGY PHONOLOGY POOR READERS PRIMARY EDUCATION PRIMARY EDUCATION PROJECT PSYCHOLINGUISTICS READING READING ACHIEVEMENT READING ACTIVITIES READING COMPREHENSION READING INSTRUCTION REDUNDANCY REPETITION RESEARCHERS SCHOOL BOOKS SCHOOL DIRECTORS SCHOOL EFFECTIVENESS SCHOOL PRINCIPALS SCHOOL REHABILITATION SCHOOL YEAR SCHOOLS SCIENTIFIC RESEARCH SPEAKING SPECIAL EDUCATION STUDENT TEACHERS TEACHER TEACHER TRAINING TEACHING TEACHING METHODS TEACHING OF READING TEST SCORES TEXTBOOK TEXTBOOK DESIGN TRAINEES UNIVERSITIES VOCABULARY WHOLE LANGUAGE APPROACH WRITING SYSTEMS
spellingShingle	ACADEMIC PERFORMANCE ACHIEVEMENT ACHIEVEMENT OF GIRLS ADOLESCENTS ADULT ILLITERACY ADULT LEARNERS ADULTS BASIC LITERACY BASIC READING BILINGUAL EDUCATION BILINGUALISM CALL CLASSROOM CLASSROOM TEACHING COMPLEXITY COMPREHENSION CURRICULA CURRICULUM CURRICULUM DEVELOPMENT DIAGNOSTIC TEST DIALECTS DISSERTATION DISSERTATIONS DRAWING DROP-OUTS EARLY GRADES EARLY LITERACY EARLY READING EDUCATION FOR ALL EDUCATION REFORM EDUCATION SECTOR EDUCATIONAL ACHIEVEMENT EDUCATIONAL DEVELOPMENT EDUCATIONAL ENROLLMENT EDUCATIONAL PSYCHOLOGY EDUCATIONAL QUALITY EDUCATIONAL RESEARCH EDUCATORS EFFECTIVE TEACHERS EFFECTIVE TEACHING ENROLLMENT EXAMS GIRLS GRAMMAR HIGHER GRADES HOMEWORK HUMAN RESOURCES ILLITERACY ILLITERATE ADULTS INSTRUCTION INSTRUCTION METHODS INSTRUCTIONAL METHODS INSTRUCTIONAL TIME INTERVENTIONS LANGUAGE ARTS LANGUAGE INSTRUCTION LANGUAGES LEARNING LEARNING CURVES LEARNING DISABILITIES LEARNING OUTCOMES LECTURES LESSON PLANS LISTENING LITERACY LITERACY SKILLS LITERATE PEOPLE LITERATURE LOW-INCOME STUDENTS MEANING MORPHOLOGY NUTRITION OLDER CHILDREN PEDAGOGY PHONOLOGY POOR READERS PRIMARY EDUCATION PRIMARY EDUCATION PROJECT PSYCHOLINGUISTICS READING READING ACHIEVEMENT READING ACTIVITIES READING COMPREHENSION READING INSTRUCTION REDUNDANCY REPETITION RESEARCHERS SCHOOL BOOKS SCHOOL DIRECTORS SCHOOL EFFECTIVENESS SCHOOL PRINCIPALS SCHOOL REHABILITATION SCHOOL YEAR SCHOOLS SCIENTIFIC RESEARCH SPEAKING SPECIAL EDUCATION STUDENT TEACHERS TEACHER TEACHER TRAINING TEACHING TEACHING METHODS TEACHING OF READING TEST SCORES TEXTBOOK TEXTBOOK DESIGN TRAINEES UNIVERSITIES VOCABULARY WHOLE LANGUAGE APPROACH WRITING SYSTEMS Abadzi, Helen How to Speed up Arabic Literacy for Lower-Income Students? : Some Insights from Cognitive Neuroscience
relation	GPE Working Paper Series on Learning;No. 9
description	Students in low-income countries often have trouble learning to read; 80-90 percent of second and third graders in some countries cannot even read a single word and may know few if any letters (RTI 2009, 2010, 2011a, 2011b). The reasons are linked to limited instructional time, textbooks or parental help, potentially poor nutrition, or complex teaching methods that originated in high-income countries. Despite relative affluence, the academic performance in the Arab world has been a problem, with countries scoring on international tests much lower than expected based on per capita income level. Similarly Early Grade Reading Assessments (EGRA) in various countries has shown lower reading speeds than one would expect. In Pakistan and Afghanistan, which use the Arabic script, the issues are similar. The interaction of the perceptual and linguistic complexities turns Arabic reading into a complex multistage exercise. A reader of the Arabic script must: (a) decipher the text, (b) predict the vowels and keep multiple alternative words in working memory to test and decide on meaning, and (c) make linguistic sense in the case of Arabic. This process means that readers need to identify words faster than in other scripts in order to make sense of the text, but in fact they identify them more slowly. Not surprisingly, some studies suggest that the Arabic script may be read more slowly than visually simpler scripts or linear scripts. Education for All implies that nearly all students must somehow learn fluent reading very quickly when they start school in order to then progress to higher level topics. This must be achievable in all the languages and scripts used in low-income countries. By focusing on these lower-level variables this is doable.
format	Working Paper
author	Abadzi, Helen
author_facet	Abadzi, Helen
author_sort	Abadzi, Helen
title	How to Speed up Arabic Literacy for Lower-Income Students? : Some Insights from Cognitive Neuroscience
title_short	How to Speed up Arabic Literacy for Lower-Income Students? : Some Insights from Cognitive Neuroscience
title_full	How to Speed up Arabic Literacy for Lower-Income Students? : Some Insights from Cognitive Neuroscience
title_fullStr	How to Speed up Arabic Literacy for Lower-Income Students? : Some Insights from Cognitive Neuroscience
title_full_unstemmed	How to Speed up Arabic Literacy for Lower-Income Students? : Some Insights from Cognitive Neuroscience
title_sort	how to speed up arabic literacy for lower-income students? : some insights from cognitive neuroscience
publisher	World Bank, Washington, DC
publishDate	2017
url	http://documents.worldbank.org/curated/en/475061468333311427/How-to-speed-up-Arabic-literacy-for-lower-income-students-some-insights-from-cognitive-neuroscience http://hdl.handle.net/10986/26823
_version_	1764462408095498240

How to Speed up Arabic Literacy for Lower-Income Students? : Some Insights from Cognitive Neuroscience

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