Sana Tibi

Major Field
Cognitive Studies

Contact Information
Email: sanatibi@googlemail.com

Curriculum Vitae

Supervisor

Dr. John Kirby

Research Interests

• Reading acquisition and reading processes in Arabic speaking children
• Emergent literacy
• Reading and language disorders

Biography

Sana Tibi is a doctoral candidate at the Faculty of Education, Queen’s University. Member of the SSSR, she holds Ph.D. in Communication Sciences and Disorders from University of Florida, USA; M.A. in Linguistics and Translation, University of Bath, Bath, UK; and B.A. in English, University of Yarmouk, Jordan. Sana has a rich work experience. She was Associate Professor at the College of Education United Arab Emirates University, RTI-USAID Consultant for projects on Early Grade Reading Assessment and literacy programs, UNESCO-DITT Consultant and reporter for Best Practices in Dyslexia, Section Manager for Licensing & Accreditation in Higher Education- Abu Dhabi Education Council. Recently she assisted World Bank & Research Triangle Institute in modifying an Arabic assessment tool for early grade reading.

Work in progress

Tibi, S., McLeod, L. & Joshi, M. Emergent writing: Young children in the United Arab Emirates. Submitted to Written Language.

Tibi, S. & McLeod, L. The development of young children’s Arabic language and literacy in the United Arab Emirates. (Book chapter Arabic Literacy: Theoretical Insights and Practical Challenges)  submitted to Springer, The Netherlands. (in press).

Tibi, S., Yiting, Ho, Park, Y. & Lombardino, L., Preliminary Data on Assessments for Early Literacy Skills in Second Grade Arabic-Speaking Children: Guidelines for General and Special Education Teachers (submitted to International Journal of Special Needs Education).

Publications

Al-Mekhlafi, A. & Tibi, S. (2012). The utility of assistive technology for people with special needs in the UAE.  Journal of International Special Needs Education, 15(1), 56 - 70.

Tibi, S. &  McLeod, L. (2011). Faculty members’ perceptions about the management of organizational change.  Learning and Teaching in Higher Education: Gulf Perspectives, Vol. 8, No. 1,1-16.

Alsawaie, O., Haj Husein, J. Alsartawi, A., Alghazo, I. & Tibi, S. (2010). Measuring Mathematics Self-efficacy: Category Skill Correspondence Scale vs. Specific Task Correspondence Scale. The International Journal of Learning, Vol. 17, No. 9, 143-158.

Tibi, S.  (2010). Oral Reading Fluency of Arabic Speaking Elementary Grade Students in The United Arab Emirates. The Arab Academy of Special Education, Vol. 17,151-172.

Al-Muhairy, O., Sartawi, A., Tibi, S. & Abdat, R.  (March, 2011).  Parents’ Use of Modern Technology to Improve Their Children’s Emergent Literacy Skills. Arabian Journal of Special Education, No. 18, 197-218.

Tibi, S. (2010). Developmental Hierarchy of Arabic Phonological Awareness Skills.  International Journal of Special Education, Vol. 25, No. 1,27-33.

Sartawi, A., Tibi, S., Al-Muhairy, O. & Abdat, R.  (2009, March). Evaluating Elementary Grade Teachers’ Knowledge and Skills in Teaching Reading Strategies.  Journal of Arab Children (JAC)-Kuwait, (38),8-26.

Tibi, S. (July, 2009).  School Reform: Differentiating Instruction and Curriculum. My World (Bilingual UAE Scientific Journal).

Tibi, S., Alghazo, E. & Sartawi, A. (2009).  An Introduction in Reading Disabilities.  Dar Wael Publishing House, Jordan. 

Sartawi, A., Tibi, S. & Alghazo, E. (2009). Reading Disabilities: Diagnosis and Treatment. Dar Wael Publishing House, Jordan.

Sartawi, A. & Tibi, S. (2007).  Causes of Disability.  Journal of Special Education,Arab Academy, Riyadh, Vol. 10,93-114.

Tibi, S., Sartawi, A. & Alghazo, E. (2006).  The impact of housekeepers on reading & writing skills of first grade students in United Arab Emirates. Journal of the College of Education, UAEU, Issue 9,13-31.

Tibi, S. (2006). Strategies for Early Intervention and Prevention of Reading Failure. Arabian Journal of Special Education, No. 8,147-179.

Tibi, S. & Mansour, N.  (2005). Editor and Co-author of an Arabic Dictionary on Terms Related to Autism.  The Arab Academy of Special Education.

Tibi, S. (2005). The Impact of Reading Disability on Children’s Social Life.The International Journal of Diversity, Vol., 4.

Tibi, S. (2005). Teachers’ Knowledge and Skills in Phonological Awareness in United Arab Emirates.   International Journal of Special Education, Vol. 20, No. 1, 60-66.

Alghazo, E., Tibi, S. & Sartawi, A. (2005). The Performance of Elementary Grade Students on Reading and Reading-related Measures in Arabic.  Journal of the College of Education, UAEU, No. 22,45-63.

Sartawi, A., Alghazo, E., Gaad, E. & Tibi, S. (2005). Restructured Special Education Program at UAEU:  Standards & accreditation.  Arabian Journal of Special Education, Issue 7, 201-226.

Alghazo, E., Tibi, S. & Sartawi, A. (2004). Competencies of Preservice/Inservice Special Education Teachers in Instruction of Mathematics. Al-Azhar Journal of Education, Vol. 124,1-34. 

Gumpel, T.  & Awartani-Tibi, S. (2003). A Comparison of Special Education in Israel and Palestine: Surface and Deep Structures.  Journal of Special Education. Vol. 37, No. 1, 33-48.

Tibi, S. (2000). Assessing Teachers’ Views on Inclusive Education in Palestine. Conference  proceedings of the International Special Education Conference (ISEC), Vancouver, Canada.

Tibi, S. & Lombardino, L. (1997). A battery for assessing Arabic reading skills.  Conference proceedings of the ASHA Convention, Washington, D.C., U.S.A.

Tibi, S. (1997). Assessing reading-related skills in Arabic-speaking children. Unpublished Ph.D. Dissertation.  University of Florida, U.S.A.