Implications of the Gap Analyses of Children’s Literature in Pakistan and Vietnam
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3rd International Conference of the Linguistics Association of Pakistan (ICLAP) Humanities Department NED University & Higher Education Commission Karachi, Sindh, Pakistan October 12-14, 2017 With Dr. Valerie Haugen, International and Comparative Education Specialist Mr. Saeed Nasim, Language and Mathematics Education Specialist Mr. Muhammad Yusuf, Language Education Specialist
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Implications of the Gap Analyses of Children’s Literature in Pakistan and Vietnam
- 1. Implications of theGapAnalyses of Children’s Literature in Pakistan and Vietnam Dr.ValerieHaugen,InternationalandComparativeEducationSpecialist Mr.SaeedNasim,LanguageandMathematicsEducationSpecialist Mr.MuhammadYusuf,LanguageEducationSpecialist 3rd InternationalConference of the LinguisticsAssociation of Pakistan (ICLAP) Humanities Department NED University & Higher Education Commission Karachi, Sindh, Pakistan October 12-14, 2017
- 9. PakistanGap Analysis Methodology SiteVisit for data Collection (Karachi & Hyderabad 9 publishing house and 2 Main Market) Data Cleaning & Analysis Collected Booklists (827 Books & 73 publishers) Data Entry & Analysis
- 10. PakistanGenre Analysis Results 20 13 21 135 13 95 18 13 5 383 17 4 3 2 62 18 5 0 50 100 150 200 250 300 350 400 450 Number
- 13. IMPLICATIONS Of Results of Gap Analyses
- 14. We don’t/can’t reflect First Principles 2 and 3
- 15. Breadth and depth of texts across ages/lifespan stages and reading development stages - Lacking
- 16. Very difficultto nurture aCulture of Reading at family, school, community, society levels with the limitations noted “…an integrated pattern of behavior, practices, beliefs, and knowledge.These constitute the operating rules by which people organize themselves.” (Behrman, 2004)
- 17. Recommendations Spread the word Advocate with publishers Show that writing/producing children’s and young adults’ literature is a cool and important job WRITE yourself Develop and apply a Lexile Framework – to identify and begin to fill gaps in reading levels of books
- 20. THANKYOU For any questions, please contact: Dr.Valerie Haugen Email Address: valeriehaugen@gmail.com Mr. Saeed Nasim Email Address: saeednasim@yahoo.com, saeed.nasim31@hotmail.com Mr. MuhammadYusuf Email Address: m.yusuf.edu@gmail.com
Editor's Notes
- Fluent, meaning-making readers & writers must: Develop decoding skills Develop word knowledge at deep & ever more complex levels Develop text knowledge to interpret the structures & conventions of literary language Understand reading & writing relationships in the broader communication systems of speaking & listening. To become fluent, meaning-making readers & writers, there must be: Deliberate practice With hundreds of words, Thousands of concepts and Tens of thousands of language & literacy experiences. USAID. (2014). Early Grade Reading Toolkit. Washington, DC: USAID.
- YUSUF – USE THE SAME VISUAL, BUT PUT IN A DIFFERENT PICTURE AND ALSO THE SITE VISITS BOXES WILL NEED TO BE – Site Visits for Data Collection (XX Karachi and Hyderabad Bookstores and XX Markets); Site Visits for Data Collection (XX Publishing Companies)
- YUSUF – THIS SLIDE WILL NEED TO REFLECT WHAT WE USED FOR PAKISTAN AND WHAT WE FOUND OUT.
- YUSUF – Can you put a pie chart for Inclusion Sensitivity results here?
- How do those of us who are sitting in this room, ensure that we have the range and numbers of quality books suitable for spectrum of reading development and that those books are being used in accordance with what we know about language development in general and reading skills development specifically? We know from research carried out here in Pakistan by some of your colleagues, research in Viet Nam and research in 13 African countries, that there are big gaps in the number, the range and the appropriateness of books that span the reading development stages spectrum. My colleagues, Muhammad Yusuf and Saeed Nasim and I will be talking about the gap analyses for Pakistan and Viet Nam tomorrow, in case you are interested in more detail.
- Let’s start by thinking about what we mean by a “CULTURE OF READING” or, what I like to call, “CoRe”? Behrman defines a CULTURE as an integrated pattern of behavior, beliefs, and knowledge. These constitute the operating rules by which people organize themselves. So, if we are talking about a reading culture, what is the integrated pattern of behavior, beliefs and knowledge? Let’s take a look at the next slide to gain some insight into what a culture of reading includes.
- What global, regional and local initiatives are promoting a Culture of Reading?
- Thank you so much for listening.