Sana Tibi profile picture CCI FSU Tallahassee FL

Sana Tibi

614 Warren

Dr. Sana Tibi joined the Department of Communication Sciences and Disorders at Florida State University in August, 2016. She completed a Master’s degree in Linguistics from the University of Bath, England in 1989. She completed two doctoral degrees; one in Communication Sciences and Disorders from the University of Florida, U.S.A. in 1997, and another in Cognitive Studies of Reading, Faculty of Education, Queen’s University, Canada in 2016.   Her first dissertation explored a range of pre-literacy and literacy skills in Arabic-speaking children in Grade 2. Her recent dissertation was designed to investigate select cognitive and linguistic processes involved in reading in Arabic-speaking third grade children. Prior to completing her studies at Queen’s University, she held several academic and administrative positions. From 2002-2010, she served as an Associate Professor at the College of Education, United Arab Emirates University, UAE; RTI-USAID Consultant for projects on Early Grade Reading Assessment and an Academic Advisor for Dyslexia International in Best Practices of Arabic Dyslexia. She had also served as an expert advisor to the Ministry of Education in Dubai, UAE. In this capacity, she led a task force to develop common core standards for Arabic literacy and contributed to reforming Grade 1 Arabic reading curricula. She has published numerous research articles in the area of Arabic literacy. Her research interests involve investigations of cognitive and linguistic processes associated with reading in typically developing children and in children with dyslexia.


  • 1987: BA in English Linguistics, Yarmouk University, Jordan
  • 1989: MA in Linguistics & Translation, University of Bath, UK
  • 1997 PhD in Communication Sciences & Disorders, University of Florida, USA
  • 2016 PhD in Cognitive Studies of Reading, Queen's University, Ontario, Canada

Teaching Interests

Introduction to Communication Disorders, Multiliteracies, Language development, Emergent literacy, Dyslexia

Grants & Awards