240
Views
1
CrossRef citations to date
0
Altmetric
Research Article

Arabic language skills: a comparative study of community and government schools in rural Upper-Egypt

, &

References

  • Abadzi, H. 2017. Improving Arab Students’ Academic Achievement: The Crucial Role of Rapid Reading and Grammar Mastery in the Early Grades. Ras el-Kheima, UAE: Sheikh Saud bin Saqr Al Qasimi Foundation for Policy Research.
  • Abadzi, H. 2018. “To Sustain Standard Arabic, Invest Early in Grammar.” Al-Fanar, 25 April.
  • Abouzahr, H. 2018. Standard Arabic Is on the Decline: Here’s What’s Worrying about That. Washington, DC: Atlantic Council.
  • Abu-Leil, A. K., D. L. Share, and R. Ibrahim. 2014. “How Does Speed Adn Accuracy in Reading Relate to Reading Comprehension in Arabic?” Psicologica 35 (2): 251–276.
  • Abu-Rabia, S. 2002. “Reading in a Root-Based-Morphology Language: The Case of Arabic.” Journal of Research in Reading 25 (3): 299–309. doi:https://doi.org/10.1111/1467-9817.00177.
  • Abu-Rabia, S. 2019. “The Role of Short Vowels in Reading Arabic: A Critical Literature Review.” Journal of Psycholinguistic Research 48 (2): 785–795. doi:https://doi.org/10.1007/s10936-019-09631-4.
  • Anonymous. 2016. Sustainable Development Strategy: Egypt’s Vision 2030. Cairo: Ministry of Planning, Monitoring and Administrative Reform.
  • Asaad, H., and Z. Eviatar. 2014. “Learning to Read in Arabic: The Long and Winding Road.” Reading and Writing 27 (4): 649–664. doi:https://doi.org/10.1007/s11145-013-9469-9.
  • Badr, A. 2015. Policy Papers in Support of Community Education. Cairo: CARE International.
  • Bollag, B. 2019. “Arab Countries Rank Poorly in Latest PISA Tests.” Al Fanar, 12 December.
  • Bowyer-Crane, C., and M. J. Snowling. 2005. “Assessing Children’s Inference Generation: What Do Tests of Reading Comprehension Measure?” British Journal of Educational Psychology 75 (2): 189–201. doi:https://doi.org/10.1348/000709904X22674.
  • Boyle, H., S. A. Ajjawi, and Y. Xiang. 2014. Topical Analysis of Early Grade Reading Instruction. Research Triangle Park, NC: RTI International.
  • Brombacher, A., P. Collins, C. Cummiskey, P. de Galbert, E. Kochetkova, and A. Mulcahy-Dunn. 2013. Analysis of Student Performance in Reading and Mathematics, Pedagogic Practice, and School Management - Iraq. Research Triangle Park, NC: RTI International.
  • Brombacher, A., J. Stern, L. Nordstrum, C. Cummiskey, and A. Mulcahy-Dunn. 2014. National Early Grade Literacy and Numeracy Survey - Jordan: Intervention Impact Analysis Report. Research Triangle Park, NC: RTI International.
  • DeStefano, J., A.-M. S. Moore, D. Balwanz, and A. Hartwell. 2007. Reaching the Underserved: Complementary Models of Effective Education. Washington, DC: EQUIP2.
  • Eckert, M., E. Wilson, H. Abadzi, and S. Jeon. 2020. Improving Arabic Reading Fluency: Results from Iqra, and Early-Grade Reading Intervention in Ras Al Khaimah. Ras al-Khaimah, UAE: Sheikh Saud bin Saqr Al Qasimi Foundation for Policy Research.
  • Elbadawy, A. 2014. Education in Egypt: Improvements in Attainment, Problems with Quality and Inequality. Cairo: Population Council.
  • European Commission. 2019. Commission Implementing Decision: On the Multiannual Action Programme in Favour of Egypt for 2019 and 2020. Brussels: European Commission.
  • Eviatar, Z., and R. Ibrahim. 2014. “Why Is It Hard to Read Arabic?” In Handbook of Arabic Literacy, edited by E. Saiegh-Haddad and R. Malatesha Joshi, 77–96. Dordrecht: Springer Science.
  • Farrell, J. 2008. “Community Education in Developing Countries: The Quiet Revolution in Schooling.” In The SAGE Handbook of Curriculum and Instruction, edited by F. Michael Connelly, M. F. He, and J. Phillon, 369–390. Thousand Oaks, CA: SAGE Publications.
  • Farrell, J. P., and A. Hartwell. 2008. Planning for Successful Alternative Schooling: A Possible Route to Education for All. Paris: UNESCO.
  • Hanford, E. 2019. “Perpetual Laggards Leap Ahead in Reading.” The New York Times, 6 December.
  • Hartwell, A. 2007. Learning for All: Alternative Models and Policy Options. Amherst, MA: Center for International Education.
  • Hussein, A. A. F. 2016. “Assessing Community Based Education in Upper Egypt: Failure and Success.” MA Thesis, Political Science, American University in Cairo.
  • Hussein, G. 2018. “12-Year Educational Transformation, Not Reform: What the Ministry’s Strategy, to Be Applied This Month, Is All About.” Business Forward. Accessed 9 September 2019. https://businessforwardauc.com/2018/09/10/12-year-educational-transformation-not-reform-what-the-ministrys-strategy-to-be-applied-this-month-is-all-about/
  • Langsten, R. 2016. “Community-based Education in Egypt: Is It Achieving Its Stated Goals?” Compare: A Journal of Comparative and International Education 46 (3): 457–478. doi:https://doi.org/10.1080/03057925.2014.1002076.
  • Langsten, R., and T. Hassan. 2018. “Primary Education Completion in Egypt: Trends and Determinants.” International Journal of Educational Development 59: 136–145. doi:https://doi.org/10.1016/j.ijedudev.2017.10.013.
  • Loveluck, L. 2012. Education in Egypt: Key Challenges. London: Chatham House.
  • MoE (Ministry of Education). 1999. Education for All. Cairo: Ministry of Education.
  • MoE (Ministry of Education). 2007. National Strategic Plan for Pre-University Education Reform in Egypt. Cairo: Ministry of Education.
  • MoE (Ministry of Education). 2008. The Development of Education in Egypt 2004-2008. Cairo: Ministry of Education.
  • MoE (Ministry of Education). 2014. Strategic Plan for Pre-University Education: 2014 – 2030. Cairo: Ministry of Education.
  • Muasher, M., and N. J. Brown. 2018. Engaging Society to Reform Arab Education: From Schooling to Learning. Washington, DC: Carnegie Endowment for International Peace.
  • Naidoo, J. P. 2009. “Community Schools and Education for All.” Commonwealth Education Partnerships. Accessed 24 November 2014.
  • NCERD (National Center for Educational Research and Development). 2001. Education Development: National Report of Arab Republic of Egypt from 1990 to 2000. Cairo: National Center for Educational Research and Development.
  • NCERD (National Center for Educational Research and Development). 2014. Education for All 2015 National Review. Cairo: National Center for Educational Research and Development.
  • OECD. 2015. Schools for Skills - A New Learning Agenda for Egypt. Paris: OECD.
  • PIRLS. 2016. “Distribution of Reading Achievement.” Accessed 19 October 2018. http://timssandpirls.bc.edu/pirls2016/international-results/pirls/student-achievement/pirls-achievement-results/
  • RTI International. 2012. Student Performance on the Early Grade Reading Assessment (EGRA) in Yemen. Research Triangle Park, NC: RTI International.
  • RTI International. 2014. Egypt Grade 3 Early Grade Reading: 2nd National Assessment. Research Triangle Park, NC: RTI International.
  • Schiff, R., and E. Saiegh-Haddad. 2018. “Development and Relationships between Phonological Awareness, Morphological Awareness and Word Reading in Spoken and Standard Arabic.” Frontiers in Psychology 9 (356): 1–13. doi:https://doi.org/10.3389/fpsyg.2018.00356.
  • Sieverding, M., and A. Elbadawy. 2016. “Empowering Adolescent Girls in Socially Conservative Settings: Impacts and Lessons Learned from the Ishraq Program in Rural Upper Egypt.” Studies in Family Planning 47 (2): 129–144. doi:https://doi.org/10.1111/j.1728-4465.2016.00061.x.
  • Sperling, G. B., and R. Winthrop. 2016. What Works in Girls’ Education: Evidence for the World’s Best Investment. Washington, DC: Brookings Institution.
  • Steer, L., H. Ghanem, and M. Jalbout. 2014. Arab Youth: Missing Educational Foundations for a Productive Life? Washington, D.C.: Brookings Institution.
  • Sultana, R. G. 2008. The Girls’ Education Initiative in Egypt. Cairo: UNICEF.
  • Szucs, E., and H. Hassan-Wassef. 2010. Reaching the Unreached: Forward Looking Assessment of the Community Schools Project. Cairo: UNICEF.
  • Taha, H. 2016. “Deep and Shallow in Arabic Orthography: New Evidence from Reading Performance of Elementary School Native Arab Readers.” Writing Systems Research 8 (2): 133–142. doi:https://doi.org/10.1080/17586801.2015.1114910.
  • Taraman, S. 2019. “No Surprise: Teachers in Egypt are Leaving the Profession.” Alternative Policy Solutions. https://aps.wmca.cloud/en/articles/77/no-surprise-teachers-in-egypt-are-leaving-the-profession
  • UIS (UNESCO Institute for Statistics). 2012. Opportunities Lost: The Impact of Grade Repetition and Early School Leaving. Montreal: UNESCO Institute of Statistics.
  • UNESCO. 2018. Gender Review: Meeting Our Commitments to Gender Equality in Education. Paris: UNESCO.
  • USAID. 2019. Project Fact Sheet Literate Village. Cairo: USAID Egypt.
  • World Bank. 2002. Arab Republic of Egypt Education Sector Review: Progress and Priorities for the Future. Washington: World Bank.
  • World Bank. 2018. Supporting Egypt Education Reform Project. Washington, DC: World Bank.
  • Zaalouk, M. 1995. The Children of the Nile. Cairo: UNICEF.
  • Zaalouk, M. 2004. The Pedagogy of Empowerment: Community Schools as a Social Movement in Egypt. Cairo: American University in Cairo Press.
  • Zaalouk, M. 2018. “مدارس المجتمع إلى الأمام. (Community Schools Forward).” Al-Sharouk, Madares Al-Mogtima Ila Alamam. 17 April. Accessed 1 October 2018. http://www.shorouknews.com/columns/view.aspx?cdate=17042018&id=e58baa26-44ca-4576-a54c-947ec8c7f8e4

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.