INNOVATOR: Little Thinking Minds
GEOGRAPHIC FOCUS: Middle East and North Africa (MENA)
SOLUTION TYPE: Digital Library
Qysas (Stories) is a leveled Arabic digital library that Little Thinking Minds (LTM) and its partner, INTEGRATED, first implemented in public schools in Jordan. It aims to extend engaging Arabic literacy content to all 22 countries in the MENA region.
- Operating system: Windows, Android
- Hardware: Computer, smartphone, tablet
- Connectivity: Online
- Accessibility features: N/A
- Accessories needed for use: Headphones, speakers
- How it supports learning: The Qysas leveled reading program provided automated corrective feedback and recommendations for a child-centered, differentiated approach to literacy instruction via an online platform and mobile application in schools and at home. The project was implemented in ICT-enabled Jordan Education Initiative (JEI) Discovery Schools. To complement the online platform, Little Thinking Minds ran after-school literacy clubs for participating students twice a week for a full academic year.
- Costs: Free to use for program participants
- Other cost considerations: Devices, instructor training, advocacy to include the program in curriculum
- Settings: Schools, community centers, refugee camps, homes
- Target Populations: Children, teachers, parents
- Current Language(s): Arabic
- Geography (locations): Middle East and North Africa
- Qysas (Stories): An Arabic Leveled Digital Library for Every Classroom: End-of-Project Report: Students who participated in the project achieved statistically significant greater gains than the comparison group on three EGRA subtasks: syllable identification, oral reading fluency (ORF), and reading comprehension.
Qysas was transformed into a digital leveled library called Let’s Live in Harmony and during the COVID-19 pandemic, Let’s Live in Harmony was digitized to be shared on the Ministry of Education’s digital platform for free public access, but it crashed often and didn’t reach its target number of users. The approach scaled from 10 to 100 double-shifting schools (25 tablets per school, most had individual use, some tablets were shared by 50 students per class). Each week, two 45-minute blocks of time during the school day were dedicated to the Let’s Live in Harmony curriculum.