In the field of literary reform, there are many problems that arise causing the reformation to be stalled or even halted. In addition to these issues, there are a variety of stakeholders that play key roles in combating these smaller issues that inhibit action on the more pressing one. Through careful research practices and evaluation of actions that stakeholders have previously undergone, a solution that better embraces the mission of these organizations can arise.
The Problems That Arise when Combating Illiteracy Rates in the US
Although there are many programs in place with missions that include an aim to raise the rate of literacy in America, the number of effective programs is relatively slim. There are various challenges to educational and literacy development. In low-income communities the most prevalent obstacles to combating illiteracy are “the negative image on part of the educated and gainfully employed towards low-income communities” (Wadden & Fagan, n.d.). This creates a lack of understanding of the community which stems from baggage from school experiences, limited funds, single parent responsibilities, and a lack of identity with the more privileged community.
Susan B. Neuman, a renowned faculty member at the Center for Improvement of Early Reading Achievement at the University of Michigan, states that the single biggest barrier to literacy development in the United States and beyond is access to books and educational material. “If we can solve the problem of access, we will be well on the road to realizing educational parity – a goal which has eluded the country for generations” (Book Trust, n.d.). Although this is a factor in the scheme of illiteracy, it is not necessarily the most important one. Research...
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Von Zastrow, C. (2008, December 12). Changing the odds for children at risk: An interview with susan b. neuman. Retrieved from Learning First website: http://www.learningfirst.org/changing-odds-children-risk-interview-susan-b-neuman
Wadden, M., & Fagan, B. (n.d.). Literacy development: A community perspective. Retrieved from Memorial University website: http://www.mun.ca/educ/faculty/mwatch/fall01/wadden-fagan.htm
Waldfogel, J. (2012). The Role of Out-of-School Factors in the Literacy Problem. Literacy Challenges for the Twenty-First Century, 22(2), 39-49. Retrieved from http://futureofchildren.org/futureofchildren/publications/docs/22_02_03.pdf
Waters, E. (2011, November 1). The roles of educational stakeholders and influencing factors. Retrieved from http://voices.yahoo.com/the-roles-educational-stakeholders-influencing-10343743.html?cat=4
My mom is Panamanian and a very bright woman and loves school, while my dad is African American and didn’t care for school at all and isn't very educated. My mom first came to America to study at Vanderbilt University and my dad never went to college. When I was four my parents got a divorce and my mother maintained custody of me. In this day in time people would say that my odds are against me when it comes to becoming literate. Why? Well, I didn’t grow up in the best neighborhood. The area I was raised in was nicknamed "Little Mexico" because many illegal immigrants lived there. I quickly learned that most of the people around me didn’t know how to read or write and they only spoke Spanish. Imagine them living in an English speaking country. If they couldn’t read or write in their own language living in America must be pretty complicated. It would clearly seem like I wouldn't have much access to literacy sponsors at all. Literacy sponsors can be people, places, or even events that shape how a person reads and writes. Those same people, places, and events can play a big factor in a person's opinion about reading and writing as well. However, it was almost impossible for me not to have any literacy sponsors with my mom being in my
Other People’s Words: The Cycle of Low Literacy by Victoria Purcell-Gates recounts the author’s two-year journey with an illiterate Appalachian family. Purcell-Gates works with Jenny, the mother, and her son, first grader Donny, to analyze the literacy within the household. Throughout the journey, we learn the definition and types of literacy, the influences of society and the environment, and the impacts of literacy on education from the teacher’s perspective. In order to evaluate literacy in the household, one must study multiple types, including functional, informational, and critical literacy. As the name implies, functional literacy incorporates reading and writing as tools for everyday survival. Informational literacy is used through text to communicate information to others. The highest level of literacy, critical literacy, requires critical interpretations and imaginative reflections of text. In her study, Purcell-Gates strives to teach Jenny and Donny functional literacy.
Jones Diaz, C. (2007). Literacy as social practice. In L. Makin, C. Jones Diaz & L. McLachlan (Eds.), Literacies in childhood: Changing views, challenging practice. (pp. 203-216).Marrickville, NSW: Elsevier.
Gomez, L. M., & Gomez, K. (2007). Reading for learning: Literacy supports for 21st-century work. Phi
Doake, David B. Literacy learning: A revolution in progress. Bothell, Washington: The Wright Group. 1995. http://blindness.growingstrong.org/ed/aa010101a.htm
The Open University (2010) ‘Part 1: What is Literacy? What are Literacy Difficulties’, E801 Difficulties in Literacy Development Study Guide Milton Keynes, The Open University, p.17.
Literacy embraces reading, writing, listening, and speaking. Integrating all of these into a literacy program is key. Teachers must provide endless and ongoing opportunities for their student to read, write, listen, and speak.
Illiteracy in America is still growing at an alarming rate and that fact has not changed much since Rudolf Flesch wrote his best-selling expose of reading instruction
A comprehensive approach to literacy instruction is when reading and writing are integrated. This happens by connecting reading, writing, comprehension, and good children’s literature. A comprehensive approach to literacy should focus on the many different aspects of reading and writing in order to improve literacy instruction. This includes teachers supporting a comprehensive literacy instructional program by providing developmentally appropriate activities for children. Comprehensive literacy approaches incorporate meaning based skills for children by providing them with the environment needed for literacy experiences. This includes having a print rich classroom where children are exposed to charts, schedules, play related print, and
Students should have access to books that will provide high accuracy reading. The teachers studied realized that not all students read at the same level, and many of these teachers were left to buy books that were needed to successfully teach their students. Since these teachers catered to the needs of each student, the teachers noticed an acceleration of literacy development even in their lowest-achieving students.
Thirty-two million adults in the United States can’t read. This is 14% of our population. As an educator, I find this to be as inexcusable as neglect and abuse. According to a study conducted in April 2013 by the U.S. Department of Education and the National Institute of literacy, 21 % of adults in the U.S. read below a 5th grade level, and 19 % of high school graduates can’t read” ( July 21, 2014 retrieved from www.huffingtonpost.com). How can one of the wealthiest and most influential country allows its citizens to be illiterate? But more importantly, how do we correct this? We must be diligent in our approach to teaching literacy with research based, well thought out methods, such as the reading process taught to us during the recent Lesley Summer Literacy Institute.
.... (Elley, p.228) To solve the problem of illiteracy in the U.S. and the world will take time and a better understanding of the many causes that create our society of readers. "The value of literacy for achieving fulfilling, productive, expanding and participating lives of freedom in modern societies is undoubted, and unquestioned. At the same time, however, literacy does not seem to be well understood." &endash;H. Graff (Ed.). (1981). Literacy and social development in the west: A reader.
Kofi Annan once said, “Literacy unlocks the door to learning throughout life. It is essential to development and health, and opens the way for democratic participation and active citizenship. Literacy is a bridge from misery to hope.” Education is the most important factor to building a strong foundation in life. No matter where anyone goes, the need for an education is important in living a healthy, safe, and successful life in America. Many adults still lack the ability to read and understand the world around them because they are not literate. There are many factors that do contribute to the literacy level in the U.S. like poverty, poor education, learning disabilities, and race/ethnic backgrounds. The affects are passed down to the children,
Literacy is the quality or state of being literate. It traditionally understood as an ability to read and write. Academically, literacy has also evolved from an exclusive focus on reading and writing to encompass a more inclusive and expansive perspective. Everyone’s life has rare moments which have the potential to influence the craft of understanding that directly has the abiding impression for lifetime. As for learning process which composes the reading and writing aspect, there comes an event that helps people to grasp the legitimacy of learning which turn out to be the moment of learning for some people in very motivating and inspiring manner. Let me give you my short history of progression in literacy that have been developed and influenced
Teale, W. H. (2009). Students learning English and their literacy instruction in urban schools. The Reading Teacher, 62,