Introduction to Literacy introduces instructional strategies linked to the most current research-supported practices in the field of literacy. We will cover topics related to scientifically-based literacy research, early literacy development and literacy assessment. This course will also target the characteristics of Arabic language that impact learning how to read such as diglossia, morphology, orthography and vowelization.

Temps présentiel : 15 heures

Charge de travail étudiant : 50 heures

Méthode(s) d'évaluation : Examen écrit, Travaux pratiques contrôlés

Référence :
• Lumen Learning (2020). Steps to Success: Crossing the Bridge Between Literacy Research and Practice. Retrieved from http://textbooks.opensuny.org/steps-to-success/. • Keefe, E. B., & Copeland, S. R. (2011). What is literacy? The power of a definition. Research & Practice for Persons with Severe Disabilities, 36, 92-99. Retrieved from http://www.pealcenter.org/images/What_is_Literacy.pdf • Snow, C. (Chair). (2002). RAND reading study group: Reading for understanding, toward an R&D program in reading comprehension. Santa Monica, CA: RAND. Retrieved from http://www.prgs.edu/content/dam/rand/pubs/monograph_reports/2005/MR1465.pdf • National Center for Family Literacy, National Early Literacy Panel, & National Institute for Literacy (U.S.). (2008). Developing early literacy: Report of the National Early Literacy Panel: A scientific synthesis of early literacy development and implications for intervention. Washington, DC: National Institute for Literacy. Retrieved from http://lincs.ed.gov/publications/pdf/NELPReport09.pdf. • National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups (NIH Publication No. 00-4754). Washington, DC: U.S. Government Printing Office. Retrieved from http://www.nichd.nih.gov/publications/pubs/nrp/documents/report.pdf • National Institute for Direct Instruction. (2015). What works clearinghouse. Retrieved from http://www.nifdi.org/research/reviews-of-di/what-works-clearinghouse • Refereces for Arabic language: 1. in Arabic: A literature review. Reading Research Quarterly, 50(1), 83-109. 2. Asadi, I. A., Khateb, A., & Shany, M. (2017). How simple is reading in Arabic? A cross‐sectional investigation of reading comprehension from first to sixth grade. Journal of Research in Reading, 40, S1-S22. 3. Boudelaa, S. (2014). Is the Arabic mental lexicon morpheme-based or stem-based? Implications for spoken and written word recognition. In Handbook of Arabic literacy (pp. 31-54). Springer, Dordrecht. 4. Boudelaa, S., Norris, D., Mahfoudhi, A., & Kinoshita, S. (2019). Transposed Letter Priming Effects and Allographic Variation in Arabic: Insights From Lexical Decision and the Same–Different Task. 5. Hermena, E. W., & Reichle, E. D. (2020). Insights from the study of Arabic reading. Language and Linguistics Compass, 14(10), 1-26. 6. Mahfoudhi, A., Everatt, J., & Elbeheri, G. (2011). Introduction to the special issue on literacy in Arabic. Reading and Writing, 24(9), 1011-1018. 7. Saiegh-Haddad, E. (2018). MAWRID: A model of Arabic word reading in development. Journal of Learning Disabilities, 51(5), 454-462. 8. Saiegh-Haddad, E., & Lina, H. A. J. (2018). Does phonological distance impact quality of phonological representations? Evidence from Arabic diglossia. Journal of child language, 45(6), 1377-1399. 9. Saiegh-Haddad, E., Shahbari-Kassem, A., & Schiff, R. (2020). Phonological awareness in Arabic: the role of phonological distance, phonological-unit size, and SES. Reading and Writing, 1-26. 10. Taha, H. Y. (2013). Reading and Spelling in Arabic: Linguistic and Orthographic Complexity. ISSN 1799-2591 Volume 3, Number 5, May 2013, 3(5), 721-727. 11. Taha, H. Y. (2013). Reading and spelling in Arabic: linguistic and orthographic complexity. Theory & Practice in Language Studies, 3(5). 12. Tibi, S., & Kirby, J. R. (2019). Reading in Arabic: How Well Does the Standard Model Apply?. Journal of Speech, Language, and Hearing Research, 62(4), 993-1014. 13. Vaknin-Nusbaum, V., & Saiegh-Haddad, E. (2020). The contribution of morphological awareness to reading comprehension in Arabic-speaking second graders. Reading and Writing, 1-24. 14. Wattad, H., & Abu Rabia, S. (2020). The Advantage of Morphological Awareness Among Normal and Dyslexic Native Arabic Readers: A Literature Review. Reading Psychology, 41(3), 130-156. 15. Yassin, R., Share, D. L., & Shalhoub-Awwad, Y. (2020). Learning to Spell in Arabic: The Impact of Script-Specific Visual-Orthographic Features. Frontiers in psychology, 11, 2059.