• Karachi, Pakistan
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Ms Sana E Zehra Haidry

Project Manager & Remedial Teacher
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Sana-e-Zehra Haidry holds three Masters’ degrees from various reputable International Universities in Psychology, Public Health and Clinical Linguistics, with special focus on Dyslexia. She did her first master from the University of Karachi in Psychology where she secured first class second position in her department and third position in the faculty. Her second master was in Public Health with specialization in International Mental Health from the University of Melbourne on Australian Development Scholarship (ADS-AUSAID). She completed that with first class honours (H1) with a research protocol on ‘how to identify the needs of mental health professionals in Pakistan in order for them to contribute effectively to mental health reforms’. She was then admitted to the European Master in Clinical Linguistics (EMCL), part of the Erasmus Mundus Excellence Program. She received training in Potsdam (DE) and Groningen (NL). In 2013 she acquired her MSc degree with overall classification excellent based on her thesis ‘developing a screening checklist for children of ages 5-11 years in Karachi Pakistan’. Later in 2013 she was admitted to the joint Erasmus Mundus PhD Program International Doctorate for Experimental Approaches to Language And Brain (IDEALAB) of the Universities of Groningen (NL), Newcastle (UK), Potsdam (DE) Trento (IT), and Macquarie University (AU). She carried out her research in the University of Groningen, University of Newcastle and Macquarie University on ‘assessment of dyslexia in the Urdu Language’. She also has a vast experience in conducting trainings for teachers and parents covering Urdu and English languages, particularly focusing on reading and spelling issues. She has worked as a research consultant, as head of a training unit and as a coordinator for Learning Differences Project. Sana also has to her credit research publication and presentations on Emotional and Behavioural Problems, and developing assessment tests for dyslexia. PhD Study conducted with collaboration of CDP-HF:   Assessment of Dyslexia in the Urdu Language   Urdu is spoken by more than 500 million people around the world but still is an under researched language. My research focused on typical and poor literacy development in Urdu-speaking children during early reading acquisition. In the first study, I developed and validated a series of tests to assess reading and reading-related skills in Urdu. Findings of my study showed that the test battery allows for assessing and profiling the reading skills and deficits of typically developing and struggling readers in Urdu. For an in-depth understanding of the nature of typical and impaired reading processes in Urdu, in next two sub-studies the dual route model (DRM) was adopted.   In the first sub-study I elaborated on the dual orthography of Urdu due to the presence or absence of short vowel markers or diacritics. I investigated this transparency effect as well as lexicality effects in terms of the DRM by measuring accuracy and speed of reading of (a) words with and without diacritics and (b) words and pseudowords. I found that both the typical and struggling readers preferred the visual word-recognition route over letter-to-sound conversion.   My final study addressed the letter-position effect resulting from the fact that in the Urdu orthography many letters change shape according to their position in a word. I found reading accuracy to be higher for words in which migrated letters changed shape as compared to same-shape cognates. This was again true for both the typical and the struggling readers but more so for the latter group. Supervisors: Prof. B.A.M. (Ben) Maassen (University of Groningen, Netherlands) Prof. Anne Castles (Macquarie University, Sydney, Australia) Dr. Wim Tops (University of Groningen, Netherlands) Internship Supervisor: Dr. Carol Moxam, Director Literacy Clinic (Newcastle University, United Kingdom) Here's the link for research:


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