The document proposes a youth reading incentive program to motivate children in grades K-6 to read more by rewarding their reading accomplishments. The program would provide free books to students and encourage reading at home with families. Students would have reading goals set by their teachers and would earn praise, recognition, or tangible rewards for meeting their goals. The goal is to develop lifelong readers and improve literacy.
Face to Faith is an educational program that connects students from around the world of different faiths and none. It aims to promote cross-cultural understanding, provide skills for interfaith dialogue, and help students resist extremism. The program uses video conferencing and online forums for students to discuss global issues and different religious perspectives. Educators praise Face to Faith for giving students opportunities to engage with those from different backgrounds and find common ground, making them more well-rounded global citizens.
This document summarizes a research paper comparing reading habits and preferences for paperbacks versus e-books. It includes an introduction outlining the significance of reading and importance of developing reading habits. It then reviews previous literature on the topic and outlines the objectives, hypotheses, methodology, and limitations of the study. The study uses a questionnaire to collect primary data on reading interests, devices used, and preferences regarding paper versus digital formats from a sample of people in Mumbai, India. It aims to analyze differences in reading habits between the two formats.
Developing Student Reading Skills Proposal Amal AlWazir
I am sorry to bother you, I know how you are busy. I have attached the developing reading skills presentation and proposal updated. Please let me know if you have any comments..
This document discusses various reading interventions used to improve literacy. It begins with examples of jumbled letters and their corresponding words to build vocabulary. It then addresses why reading is important, factors that affect reading proficiency, and how teachers target word identification, fluency, vocabulary, and comprehension. The document outlines the Department of Education's goal to enable reading in English and Filipino for all students. It describes assessment tools and programs used to monitor progress, along with implications of results. A range of interventions are presented, including read-a-thons, spelling bees, vocabulary lessons, silent reading time, buddy reading, readers theater, and journaling to promote literacy development.
The document discusses the impact of various media like television, electronic games, and the internet on children and youth. It notes that while television can positively stimulate learning through educational programs and videos, excessive viewing has been linked to increased violence and obesity in children. It provides tips for parents to limit violent content and encourage active play. The internet poses risks like inappropriate content but can also connect people when used safely under supervision. Print media was important for India's independence movement while current media helps educate youth and empower women.
This document discusses effective reading strategies. It begins by introducing the group members and their topic on effective reading. It then covers key points about reading including what reading is, the importance of reading, reading skill development, and types of reading. The presentation goes on to discuss what makes reading effective and provides tips and strategies for readers to improve comprehension. These include previewing text, using mapping, KWL charts, and the SQ3R method. It emphasizes activating prior knowledge and using questioning to aid understanding.
A brief overview of types of reading.
TYPES OF READING
AN OVERVIEW OF READING SKILLS AND STRATEGIES
TWO MAIN READING CATEGORIES
• A – ORAL
• B – SILENT
• 1. SKIMMING
• 2. SCANNING
• 3. INTENSIVE READING
• 4. EXTENSIVE READING
SKIMMING
Skimming is used to quickly gather the most important information, or 'gist'. Run your eyes over the text, noting important information. Use skimming to quickly get up to speed on a current business situation. It's not essential to understand each word when skimming.
EXAMPLES OF SKIMMING
• The Newspaper (quickly to get the general news of the day)
• Magazines (quickly to discover which articles you would like to read in more detail)
• Business and Travel Brochures (quickly to get informed)
SCANNING
Scanning is used to find a particular piece of information. Run your eyes over the text looking for the specific piece of information you need. Use scanning on schedules, meeting plans, etc. in order to find the specific details you require. If you see words or phrases that you don't understand, don't worry when scanning.
EXAMPLES OF SCANNING
• The "What's on TV" section (itinerary) of your newspaper.
• A train / airplane schedule
• A conference guide
EXTENSIVE READING
Extensive reading is used to obtain a general understanding of a subject and includes reading longer texts for pleasure, as well as business books. Use extensive reading skills to improve your general knowledge of business procedures. Do not worry if you understand each word.
EXAMPLES OF EXTENSIVE READING
• The latest marketing strategy book
• A novel you read before going to bed
• Magazine articles that interest you
INTENSIVE READING
Intensive reading is used on shorter texts in order to extract specific information. It includes very close accurate reading for detail. Use intensive reading skills to grasp the details of a specific situation. In this case, it is important that you understand each word, number or fact.
EXAMPLES OF INTENSIVE READING
• A bookkeeping report
• An insurance claim
• A contract
RECAP
• Skimming - Reading rapidly for the main points
• Scanning - Reading rapidly through a text to find specific information required
• Extensive - Reading longer texts, often for pleasure and for an overall understanding
• Intensive - Reading shorter texts for detailed information with an emphasis on precise understanding
FINALLY A SHORT QUIZ
Face to Faith is an educational program that connects students from around the world of different faiths and none. It aims to promote cross-cultural understanding, provide skills for interfaith dialogue, and help students resist extremism. The program uses video conferencing and online forums for students to discuss global issues and different religious perspectives. Educators praise Face to Faith for giving students opportunities to engage with those from different backgrounds and find common ground, making them more well-rounded global citizens.
This document summarizes a research paper comparing reading habits and preferences for paperbacks versus e-books. It includes an introduction outlining the significance of reading and importance of developing reading habits. It then reviews previous literature on the topic and outlines the objectives, hypotheses, methodology, and limitations of the study. The study uses a questionnaire to collect primary data on reading interests, devices used, and preferences regarding paper versus digital formats from a sample of people in Mumbai, India. It aims to analyze differences in reading habits between the two formats.
Developing Student Reading Skills Proposal Amal AlWazir
I am sorry to bother you, I know how you are busy. I have attached the developing reading skills presentation and proposal updated. Please let me know if you have any comments..
This document discusses various reading interventions used to improve literacy. It begins with examples of jumbled letters and their corresponding words to build vocabulary. It then addresses why reading is important, factors that affect reading proficiency, and how teachers target word identification, fluency, vocabulary, and comprehension. The document outlines the Department of Education's goal to enable reading in English and Filipino for all students. It describes assessment tools and programs used to monitor progress, along with implications of results. A range of interventions are presented, including read-a-thons, spelling bees, vocabulary lessons, silent reading time, buddy reading, readers theater, and journaling to promote literacy development.
The document discusses the impact of various media like television, electronic games, and the internet on children and youth. It notes that while television can positively stimulate learning through educational programs and videos, excessive viewing has been linked to increased violence and obesity in children. It provides tips for parents to limit violent content and encourage active play. The internet poses risks like inappropriate content but can also connect people when used safely under supervision. Print media was important for India's independence movement while current media helps educate youth and empower women.
This document discusses effective reading strategies. It begins by introducing the group members and their topic on effective reading. It then covers key points about reading including what reading is, the importance of reading, reading skill development, and types of reading. The presentation goes on to discuss what makes reading effective and provides tips and strategies for readers to improve comprehension. These include previewing text, using mapping, KWL charts, and the SQ3R method. It emphasizes activating prior knowledge and using questioning to aid understanding.
A brief overview of types of reading.
TYPES OF READING
AN OVERVIEW OF READING SKILLS AND STRATEGIES
TWO MAIN READING CATEGORIES
• A – ORAL
• B – SILENT
• 1. SKIMMING
• 2. SCANNING
• 3. INTENSIVE READING
• 4. EXTENSIVE READING
SKIMMING
Skimming is used to quickly gather the most important information, or 'gist'. Run your eyes over the text, noting important information. Use skimming to quickly get up to speed on a current business situation. It's not essential to understand each word when skimming.
EXAMPLES OF SKIMMING
• The Newspaper (quickly to get the general news of the day)
• Magazines (quickly to discover which articles you would like to read in more detail)
• Business and Travel Brochures (quickly to get informed)
SCANNING
Scanning is used to find a particular piece of information. Run your eyes over the text looking for the specific piece of information you need. Use scanning on schedules, meeting plans, etc. in order to find the specific details you require. If you see words or phrases that you don't understand, don't worry when scanning.
EXAMPLES OF SCANNING
• The "What's on TV" section (itinerary) of your newspaper.
• A train / airplane schedule
• A conference guide
EXTENSIVE READING
Extensive reading is used to obtain a general understanding of a subject and includes reading longer texts for pleasure, as well as business books. Use extensive reading skills to improve your general knowledge of business procedures. Do not worry if you understand each word.
EXAMPLES OF EXTENSIVE READING
• The latest marketing strategy book
• A novel you read before going to bed
• Magazine articles that interest you
INTENSIVE READING
Intensive reading is used on shorter texts in order to extract specific information. It includes very close accurate reading for detail. Use intensive reading skills to grasp the details of a specific situation. In this case, it is important that you understand each word, number or fact.
EXAMPLES OF INTENSIVE READING
• A bookkeeping report
• An insurance claim
• A contract
RECAP
• Skimming - Reading rapidly for the main points
• Scanning - Reading rapidly through a text to find specific information required
• Extensive - Reading longer texts, often for pleasure and for an overall understanding
• Intensive - Reading shorter texts for detailed information with an emphasis on precise understanding
FINALLY A SHORT QUIZ
(1) Family literacy refers to ways families develop and use literacy skills together such as reading books, playing word games, singing, writing letters, and surfing the internet. (2) The presentation discusses the four components of successful family literacy programs: adult education, children's education, parent-child interactive literacy activities, and parent time. (3) Research shows that engaging in early literacy activities at home better prepares children for school success.
Speaking at the 2015 CCIH Annual Conference, Paul Frank, Executive Director of SIL LEAD, explained the organization's program to improve literacy and education in developing nations by helping children learn to read in their native languages.
Evidence based reading practices.cr4 yr,jan18, 2013Faye Brownlie
The document discusses a symposium on evidence-based practices for improving young readers. It provides information from the PIRLS 2011 international reading assessment which found that students in British Columbia performed above average, with more success in literary reading compared to informational reading. The document also discusses challenges in balancing basic reading skills instruction with using texts to build knowledge, as well as the importance of ensuring struggling readers have support to build an efficient reading process.
This document discusses family literacy programs in West Michigan that aim to improve literacy for both children and adults. It provides information on several programs offered by the Literacy Center of West Michigan, including partnerships with Head Start and local schools that provide English language classes, tutoring, and family nights. Data is presented showing the programs have helped adult learners improve their language skills and parents become more involved in their children's education. Tips are also provided on incorporating family literacy into other organizations and working with low-literate parents.
An introductory session to the past three years work with Changing Results for Young Readers, the results and the 'Every Child, Every Day' framework as introduced by Allington and Gabriel.
Children living in poverty are more likely to have lower cognitive skills and suffer from depression or antisocial behaviors. They often enter kindergarten 12-24 months behind national norms in language and pre-reading skills due to less conversation and smaller vocabularies at home as well as limited access to books. By age 3, children from low-income families have typically heard 30 million fewer words and lack advantages in social, emotional, and cognitive development from fewer literacy materials at home compared to children from wealthier families. Poor reading skills in early elementary grades often correlate with later delinquency and not graduating high school on time.
This document discusses Becca Lynn's research on homeschooling for an education course. It begins by outlining what Becca knows and wants to learn about homeschooling. The document then covers the history of homeschooling and different curriculum options. Research shows homeschoolers often perform well academically and socially. Parents choose homeschooling for reasons like more flexibility and individualized learning. The document concludes by discussing Becca's opinions, which include support for special needs students and a Montessori-inspired approach to homeschooling.
The webinar provided an overview of literacy programs offered by Reading is Fundamental (RIF), USO, and The Hadley School for the Blind. RIF aims to motivate children to read and has distributed over 410 million books. The USO's United Through Reading program allows deployed parents to read stories to their children. The Hadley School provides distance education courses in braille and assistive technologies to over 10,000 blind students annually. Representatives from each organization discussed partnership opportunities for Lions clubs to support literacy and education initiatives.
This document summarizes a presentation on the importance of family literacy. It discusses early memories of reading, research on family literacy programs, the benefits of family literacy, and ways to influence literacy achievement. It also outlines common myths and barriers to family involvement in schools, the influence of socioeconomic status on literacy, and issues teachers face working with families. The document then describes a multi-generational family literacy program developed in rural Atlantic Canada, including participant selection, modules developed, data collection and evaluation comments. It concludes by discussing considerations for aboriginal family literacy programs.
This document discusses exploiting technology to enhance parental engagement at Lent Rise School. The main aims are to involve pupils in reporting, inform parents of individual progress, and provide tools for parents to support learning at home. The school uses a variety of technologies like a website, learning world, early years site and healthy/sustainable school sites to share pupil work and achievements, targets, class information, and engage parents through online discussions. This creates confident learners and a culture of learning for the whole community, with pupils and parents who are informed and able to support future learning.
The document discusses parental involvement in schools. It begins by defining parental involvement as a commitment by parents to actively participate in their child's education and in the school. It then discusses the importance of parental involvement, citing research that shows children perform better academically when parents are more involved. The document also discusses ways to involve and motivate parents, such as keeping them informed about their child's progress and the school, and inviting them to participate in school activities and committees. It concludes by noting some potential gaps in parental involvement like lack of communication between parents and schools.
The document discusses the link between poverty and educational attainment. Children from poorer backgrounds are much less likely to do well in school, with gaps emerging as early as age 3. High quality preschool and primary education can help compensate for this gap, especially when combined with programs that provide parents support and advice. While aspirations are generally high among low-income families, many do not believe their children will attain higher education. Effective parental involvement programs focus on equipping parents with skills to support early learning at home and help older children with schoolwork.
This document discusses inclusive intergenerational family learning and its benefits. Family learning promotes learning within families and leads to better outcomes for both children and adults. It allows generations to learn together using the skills and experiences of different ages. Studies show parental involvement benefits children's education and literacy, even into adulthood. Family learning can help reverse the intergenerational transfer of disadvantages like poor literacy. It builds confidence and interest in continued learning. Children benefit from higher quality parental support on homework and understanding the education system. Parents gain improved self-confidence and empowerment. The document outlines objectives, activities, and plans for future meetings regarding family learning projects.
The document summarizes evidence-based strategies for effective teaching of reading. It discusses how struggling readers need to read more text to close gaps, and how interrupting students to correct mistakes during oral reading is not effective. It also outlines key instructional and infrastructural improvements from the Reading Next report, including direct comprehension instruction, instruction embedded in content areas, and extended time for literacy. Overall, the document promotes strategies to help all students read with meaning, joy, and increased volume.
This document summarizes findings from formative research on a proposed mobile reading program for children in Delhi, India. Interviews with 108 caregivers revealed that while storytelling is common, reading is not typically viewed as an educational activity or joint caregiver-child activity. Caregivers lacked awareness of reading's developmental benefits and best practices. Barriers to reading included lack of time and gender-based restrictions on women's technology access. The research informed program design, such as engaging youth and key influencers to build knowledge, and including preferred content like bilingual, moral-based stories. Considerations for scaling include how attitudes and needs may vary in different contexts.
This document summarizes the curriculum night for the Chinese Studies Grade 5 MSL class taught by Ms. Sandy Tse and Ms. Karen Kee. It provides an overview of the written, taught, and assessed curriculum. It also discusses the reading program, home learning and support tips, use of online resources, and a summer Chinese immersion program. The overall goal is to inspire excellence, cultivate character, and empower engagement in Chinese language learning.
Parent seminar student guide -part 1--laying a foundation for learningSKMadsen
This is Part 1 of a seminar titled: "Hand in Hand for Education--How Parents Help Children Succeed in School. Part 1 is titled: "From the Earliest Years, Parents Lay a Foundation for Learning." Topics addressed include: Cultivating Positive Attitudes and Social Skills, Fostering Good Work Habits, Building Academic Skills, and Embracing Spiritual Gifts.
The document discusses evidence-based practices for teaching reading. It summarizes research showing that effective reading instruction involves students spending most of their time reading texts they choose independently and with peers, writing about what they read, and engaging in discussions. The research also emphasizes accuracy and comprehension over isolated skill-drills. The document advocates collaborative teaching approaches and adjusting practices based on evidence rather than scripts. It provides specific examples of practices found to help students read proficiently by the end of first grade.
Tahseen Consulting’s Wes Schwalje on Regulating the Sharing Economy in the Ar...Wesley Schwalje
Tahseen Consulting is honored to have its insights on regulating the emergent sharing economy in the Arab World in the publication’s October issue. Tahseen Consulting’s Chief Operating Officer, Wes Schwalje, spoke with Nikhil Inamdar, a leading voice on key business trends in the region, regarding the evolving role the sharing economy is playing in meeting the region’s youth employment challenge. In a wide-ranging discussion, Schwalje warns of avoiding heavy-handed regulatory approaches that might limit the socio-economic impact pioneering companies in the sharing economy such as Uber and Airbnb can have on the Arab region.
Tahseen Consulting’s Walid Aradi Discusses the Critical Economic Policy Role ...Wesley Schwalje
When it comes to news on economic trends and policies in the UAE, government and business leaders turn to the Abu Dhabi Council for Economic Development’s Economic Review. Tahseen Consulting is honored to contribute its analysis on the economic policy role of the Abu Dhabi Investment Authority to the publication’s November issue. In the article, Tahseen Consulting’s Chief Executive Officer, Walid Aradi, spoke with representatives from the Abu Dhabi Council for Economic Development regarding his thoughts on the Abu Dhabi Investment Authority’s role in fiscal policy.
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(1) Family literacy refers to ways families develop and use literacy skills together such as reading books, playing word games, singing, writing letters, and surfing the internet. (2) The presentation discusses the four components of successful family literacy programs: adult education, children's education, parent-child interactive literacy activities, and parent time. (3) Research shows that engaging in early literacy activities at home better prepares children for school success.
Speaking at the 2015 CCIH Annual Conference, Paul Frank, Executive Director of SIL LEAD, explained the organization's program to improve literacy and education in developing nations by helping children learn to read in their native languages.
Evidence based reading practices.cr4 yr,jan18, 2013Faye Brownlie
The document discusses a symposium on evidence-based practices for improving young readers. It provides information from the PIRLS 2011 international reading assessment which found that students in British Columbia performed above average, with more success in literary reading compared to informational reading. The document also discusses challenges in balancing basic reading skills instruction with using texts to build knowledge, as well as the importance of ensuring struggling readers have support to build an efficient reading process.
This document discusses family literacy programs in West Michigan that aim to improve literacy for both children and adults. It provides information on several programs offered by the Literacy Center of West Michigan, including partnerships with Head Start and local schools that provide English language classes, tutoring, and family nights. Data is presented showing the programs have helped adult learners improve their language skills and parents become more involved in their children's education. Tips are also provided on incorporating family literacy into other organizations and working with low-literate parents.
An introductory session to the past three years work with Changing Results for Young Readers, the results and the 'Every Child, Every Day' framework as introduced by Allington and Gabriel.
Children living in poverty are more likely to have lower cognitive skills and suffer from depression or antisocial behaviors. They often enter kindergarten 12-24 months behind national norms in language and pre-reading skills due to less conversation and smaller vocabularies at home as well as limited access to books. By age 3, children from low-income families have typically heard 30 million fewer words and lack advantages in social, emotional, and cognitive development from fewer literacy materials at home compared to children from wealthier families. Poor reading skills in early elementary grades often correlate with later delinquency and not graduating high school on time.
This document discusses Becca Lynn's research on homeschooling for an education course. It begins by outlining what Becca knows and wants to learn about homeschooling. The document then covers the history of homeschooling and different curriculum options. Research shows homeschoolers often perform well academically and socially. Parents choose homeschooling for reasons like more flexibility and individualized learning. The document concludes by discussing Becca's opinions, which include support for special needs students and a Montessori-inspired approach to homeschooling.
The webinar provided an overview of literacy programs offered by Reading is Fundamental (RIF), USO, and The Hadley School for the Blind. RIF aims to motivate children to read and has distributed over 410 million books. The USO's United Through Reading program allows deployed parents to read stories to their children. The Hadley School provides distance education courses in braille and assistive technologies to over 10,000 blind students annually. Representatives from each organization discussed partnership opportunities for Lions clubs to support literacy and education initiatives.
This document summarizes a presentation on the importance of family literacy. It discusses early memories of reading, research on family literacy programs, the benefits of family literacy, and ways to influence literacy achievement. It also outlines common myths and barriers to family involvement in schools, the influence of socioeconomic status on literacy, and issues teachers face working with families. The document then describes a multi-generational family literacy program developed in rural Atlantic Canada, including participant selection, modules developed, data collection and evaluation comments. It concludes by discussing considerations for aboriginal family literacy programs.
This document discusses exploiting technology to enhance parental engagement at Lent Rise School. The main aims are to involve pupils in reporting, inform parents of individual progress, and provide tools for parents to support learning at home. The school uses a variety of technologies like a website, learning world, early years site and healthy/sustainable school sites to share pupil work and achievements, targets, class information, and engage parents through online discussions. This creates confident learners and a culture of learning for the whole community, with pupils and parents who are informed and able to support future learning.
The document discusses parental involvement in schools. It begins by defining parental involvement as a commitment by parents to actively participate in their child's education and in the school. It then discusses the importance of parental involvement, citing research that shows children perform better academically when parents are more involved. The document also discusses ways to involve and motivate parents, such as keeping them informed about their child's progress and the school, and inviting them to participate in school activities and committees. It concludes by noting some potential gaps in parental involvement like lack of communication between parents and schools.
The document discusses the link between poverty and educational attainment. Children from poorer backgrounds are much less likely to do well in school, with gaps emerging as early as age 3. High quality preschool and primary education can help compensate for this gap, especially when combined with programs that provide parents support and advice. While aspirations are generally high among low-income families, many do not believe their children will attain higher education. Effective parental involvement programs focus on equipping parents with skills to support early learning at home and help older children with schoolwork.
This document discusses inclusive intergenerational family learning and its benefits. Family learning promotes learning within families and leads to better outcomes for both children and adults. It allows generations to learn together using the skills and experiences of different ages. Studies show parental involvement benefits children's education and literacy, even into adulthood. Family learning can help reverse the intergenerational transfer of disadvantages like poor literacy. It builds confidence and interest in continued learning. Children benefit from higher quality parental support on homework and understanding the education system. Parents gain improved self-confidence and empowerment. The document outlines objectives, activities, and plans for future meetings regarding family learning projects.
The document summarizes evidence-based strategies for effective teaching of reading. It discusses how struggling readers need to read more text to close gaps, and how interrupting students to correct mistakes during oral reading is not effective. It also outlines key instructional and infrastructural improvements from the Reading Next report, including direct comprehension instruction, instruction embedded in content areas, and extended time for literacy. Overall, the document promotes strategies to help all students read with meaning, joy, and increased volume.
This document summarizes findings from formative research on a proposed mobile reading program for children in Delhi, India. Interviews with 108 caregivers revealed that while storytelling is common, reading is not typically viewed as an educational activity or joint caregiver-child activity. Caregivers lacked awareness of reading's developmental benefits and best practices. Barriers to reading included lack of time and gender-based restrictions on women's technology access. The research informed program design, such as engaging youth and key influencers to build knowledge, and including preferred content like bilingual, moral-based stories. Considerations for scaling include how attitudes and needs may vary in different contexts.
This document summarizes the curriculum night for the Chinese Studies Grade 5 MSL class taught by Ms. Sandy Tse and Ms. Karen Kee. It provides an overview of the written, taught, and assessed curriculum. It also discusses the reading program, home learning and support tips, use of online resources, and a summer Chinese immersion program. The overall goal is to inspire excellence, cultivate character, and empower engagement in Chinese language learning.
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The document discusses evidence-based practices for teaching reading. It summarizes research showing that effective reading instruction involves students spending most of their time reading texts they choose independently and with peers, writing about what they read, and engaging in discussions. The research also emphasizes accuracy and comprehension over isolated skill-drills. The document advocates collaborative teaching approaches and adjusting practices based on evidence rather than scripts. It provides specific examples of practices found to help students read proficiently by the end of first grade.
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1. Youth Reading Incentive Program
About Us
Tahseen Consulting is an advisor
on strategic and organizational
issues facing governments, social
sector institutions, and
corporations in the Arab World.
You can read more about our
capabilities at tahseen.ae
Public Sector
We propose a program to motivate children in grades K-6 to
▲
Social Sector
read by rewarding reading accomplishments
Corporate Responsibility
CONFIDENTIAL AND PROPRIETARY
Any use of this material without specific permission of Tahseen Consulting is strictly
prohibited www.tahseen.ae | 1
2. A youth reading incentive program will encourage life long reading, reinforce reading in
Arabic, and embed reading as a core family value
The Need: Few statistics on childhood reading exist;
However, a study from Egypt highlights several
trends likely applicable across the region
A study of 440 Egyptian children from 6 to 15 revealed the following: Goal and Strategic Objectives
Reading Habits Poor:
• 49% of the children do not read books; Goal: Motivate children in grades K-6 to read by rewarding
• 22% of children read books regularly (Kandeel, 1997) reading accomplishments with praise, recognition, and
tangible awards.
Social Background Influences Reading Habits:
• Middle and upper-class children are more frequent readers than Strategic Objectives
working class children ;
• Upper class and children in urban areas have access to more media • Offer a free program in classrooms that allows teachers to
than do poorer children and those in rural areas set reading goals to complement curricula and build reading
skills
High Book Prices Reduce Reading Levels: • Expose students to the power of reading at an early age to
• Although the amount of books for children has increased recently, the encourage life-long reading
high price of books make it difficult to buy them (Labib 1994)
• Cement Arabic language reading skills at an early age
Reading Habits Can be Addressed at School and In the Home:
• 44% of children read alone, 22.2 % with friends, 21.9% with family • Train adults to transform children into readers and book
members, and 11.6% with a teacher (Labib 1994) lovers.
Lack of Children’s Book Writers: • Provide a family-oriented experience to embed a reading
• Specialized writers for children are very few and most are not up to and learning culture as a family value
standards or comparable regions (Kandeel, 1997)
• Link learning outcomes to incentives that decrease
household consumption thereby reducing parental choice of
Internationally children working over pursuing additional schooling
• Children who don’t have books and who don’t read are among the
most vulnerable – they are less likely to succeed in school and life
• Poor childhood nutrition leads to delay in primary school enrollment,
repetition, and lower cognitive development and outcomes
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3. Trends in childhood literacy in the United States have been researched extensively and
may provide additional strategic direction
Children in Poverty are Most at Risk
• There is a lack of age-appropriate books especially in low-income neighborhoods
• Children from low-income families are exposed to an average of only 25 hours of one-on-one reading time compared to an average of 1,000 to 1,700
hours for children from middle-class families
• The gap between children from low and high-income families on reading comprehension scores is more than 40 points
• Children from low-income families have far fewer literacy and language experiences at home than their classmates
The Impact on Children, Families, and Communities
• Large numbers of adults in correctional institutions cannot read or write at all
• Juvenile offenders often have reading problems.
• Illiteracy and low literacy in adults can be linked to almost every socioeconomic problem in the United States and abroad. Low literate adults:
• Do poorly in the job market
• Lack the skills to help their children be successful in school
• Are more likely to suffer from poor health
• Are more likely to receive public assistance
Access to Books is Essential to Reading Development
• Having access to a wide variety of reading materials is essential if a child is to grow and develop into a strong reader
• For many children, the home environment is the place they are introduced to books and reading.
• Children exposed to a number of reading experiences learn to love books and stories - a love that they often take into adulthood.
• Children from low-income families have no books in their homes or classrooms, as a result, direct access to books is extremely limited for these children
•The only behavioral measure that correlates significantly with reading scores is the number of books in the home
• The more types of reading materials there are in the home, the higher students score in reading proficiency
• Students who do more reading at home are better readers and have higher math scores
Source: Staff Analysis
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4. Publishers, teachers, parents, and strategic partners will share the common goal of
increasing childhood reading; students will be incented to read with rewards and recognition
4
Target children in grades K-6
(ages 5 -12) Parents read aloud to children to involve the family and establish
an at-home reading routine; also receive read aloud tips and
refrigerator reminders
1 2 3 6
Result
Publishers provide free Students assigned reading More lifelong
Teacher sets goals; class
books to teachers and 3-5
reading, parental guides
goal s and incented for learners, readers,
books per student meeting targets and book lovers
5 Incentive partners provide awards and
vouchers for meeting reading goals,
password to unlock games on reading portal
| 4
5. The low-income countries in the Arab World with sizable youth populations could be
initial target beneficiaries of a reading incentive program
Income 2007 GDP
Country Population (millions) Though no
Group Per Capita
Somalia $600 9.56 concrete statistics
Mauritania $931 2.961 exist, international Population Age <15 (%)
Low Income
Yemen $972 22.29 trends suggest that
Palestine $1,067 2.8 children from these
Tunisia
Djibouti $1,099 0.765
low-income
countries likely Algeria
Comoros Islands $1,100 0.73
have little direct Morocco
Sudan $1,242 37.159
access to books in Egypt
Egypt $1,739 73.574
either classrooms Jordan
Syrian Arab Republic $1,946 19.405
Lower Middle
or at home
Morocco $2,389 30.732 Syria
Jordan $2,795 5.728 Djibouti
Tunisia $3,398 10.304 Mauritania
Iraq $3,600 28.22
Sudan
Algeria $3,825 34.4
Iraq
Lebanon $6,569 3.751
Comoros
middle
Upper
Libya $9,372 6.089
Saudi Arabia $15,481 24.289 Palestinian Territory
Oman $15,584 2.57 Somalia
Bahrain $25,731 0.764 Yemen
Income
Kuwait $33,634 3.31
High
United Arab Emirates $42,934 4.486 0% 10% 20% 30% 40% 50%
Qatar $72,849 0.93
Potential Approach: Initially target countries with large youth populations and low incomes
Phase 1 Target Countries (2009 and 2010) Phase 2 Target Countries (2011 and beyond)
Egypt (24 million children) Iraq (12 million children) Palestine (1 million children)
Sudan (15 million children) Syria (7 million children) Comoros (306,000)
Morocco (9 million children) Total children <15: Somalia (4 million children) Djibouti (298,350)
68 million
Algeria (10 million children) Tunisia (3 million children)
Yemen (10 million children) Jordan (2 million children) Total children <15:
28.5 million
Sources: IMF, CIA World Fact Book, Palestinian Central Bureau of Statistics, PRB 2007 World Population Data Sheet
6. Initiative Overview Suggested roles and responsibilities of key stakeholders
Partnership-based business Students
Teachers Parents
model to scale rapidly
Book Donations from Publishers Regional Advisory Board – Offer Read Aloud to Children - read Book ownership: Children have
– seek large-scale donations of expertise to suggest books and aloud to their child to involve the the opportunity to choose and keep
new books directly from publishers. age appropriate reading lists, family and establish an at-home five books per year at no cost to
develop read aloud tips, train other reading routine. If parent is the children or their families.
• Exploration of book teachers, provide lesson plans. illiterate, leverage older children as
marketplace to offer volunteers. Meet Reading Challenges –
subsidized books Participation Strive towards reading challenges
• Annual enrollment takes place Monitor Child – Ensure that child issued by teacher.
• Literacy website on before start of school year; is meeting reading goals.
Arabic Book portal that principals sent enrollment packets; Track Reading Goals - Every
generates money from Encourage Summer Reading – child must track reading goals
advertising to fund books – • Teachers provided books and in based on book list developed by under guidance of teachers and
www.literacysite.com class materials; Overview of
advisory board, encourage summer parents.
reading in which students reads 5+
Two Critical Touch Points
proposed
books and are eligible to enter a Summer Reading – Teachers
• Teacher sets reading goals for
children in the class; initiative
contest to win prizes. assign summer reading list from
• Classroom: Teachers read to which students choose 5 books to
children in their class at least 60 Collect Books At Libraries – One read over the summer.
• When child meets monthly possible distribution point for books
minutes a week in addition to other reading goal, teacher rewards
classroom activities and awards. is neighborhood libraries which Online Reading Tutorials – Via
accomplishment with praise, could complement in class book
recognition, external incentive; book portal, offer interactive
distribution. content that enrich reading
• At Home: Teachers provide tools
for parents to use at home when experience
• Potential to engage older children
they read aloud to their child. other organizations to mentor
younger students who have
Other Strategic Partners illiterate parents;
• Distribution Partner – On the • Young Readers Day - an annual
ground marketing and distribution event in which local “celebrities”
of books to classrooms. read aloud a favorite book to
classrooms;
• Incentive Partners – Contribute
free consumer products/services • All star readers contest - every
that incent children to read and student in the class has to meet all
increase family incomes. monthly reading goals.
7. • For Further Information About This Initiative للمزيد من المعلومات عن هذه المبادرة •
To get a copy of the full presentation or to للحصول على العرض التقديمي الكامل لهذه المبادرة يرجى
discuss the findings, please contact Walid Aradi االتصال بـوليد العرادي على العنوان
walid.aradi@tahseen.ae walid.aradi@tahseen.ae
• For Inquiries About Our Services and • لالستفسار عن خدماتنا ولعرض أفكاركم علينا
Requests for Proposals
لالستفسار عن خدماتنا أو عرض أفكاركم علينا يرجى االتصال
To inquire about our services or submit a request بنا عبر اإلنترنت باستخدام النموذج أدناه أو إرسال بريد إلكتروني
for proposal, please contact us using the online fikra@tahseen.ae إلى
form or send an e-mail to fikra@tahseen.ae
• For Organizations Interested in Alliances • بالنسبة للمنظمات التي لديها اهتمام بالدخول في اتفاقيات شراكة
وفي تحالفات مع شركة تحسين لالستشارات
We are interested in opportunities where our
technical skills and expertise can be used to إننا مهتمون بالفرص التي يمكن من خاللها استخدام مهاراتنا
complement or diversify those of potential
وخبراتنا الفنية لتكميل أو لتنويع مهارات وخبرات شركائنا
partners to pursue specific government funding ّ
المحتملين بما يمكن من السعي للحصول على تمويل حكومي أو
opportunities, commercial contracts, or RFPs. To
begin a discussion about entering into an alliance
عقود تجارية. لبدء نقاش حول الدخول في تحالف مع شركة
with Tahseen Consulting, please contact Walid تحسين لالستشارات يرجى االتصال بوليد العرادي على العنوان
Aradi at walid.aradi@tahseen.ae walid.aradi@tahseen.ae
• For Members of the Press or Media • بالنسبة للعاملين في الصحافة أو في وسائل اإلعالم
For media inquiries, please contact Wes Schwalje ّ
لالستفسارات المقدمة من قبل وسائل اإلعالم يرجى االتصال بـ
at wes.schwalje@tahseen.ae wes.schwalje@tahseen.ae ويـزلي شـوالييه على العنوان