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Global Challenges Education / Literacy

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Literacy

The traditional definition of literacy is considered to be the ability to read and write, or the ability to use language to read, write, listen, and speak In modern contexts, the word refers to reading and writing at a level adequate for communication, or at a level that lets one understand and communicate ideas in a literate society, so as to take part in that society. The United Nations Educational, Scientific and Cultural Organization (UNESCO) has drafted the following definition: "'Literacy' is the ability to identify, understand, interpret, create, communicate, compute and use printed and written materials associated with varying contexts.Literacy involves a continuum of learning to enable an individual to achieve his or her goals, to develop his or her knowledge and potential, and to participatefully in the wider society."In modern times, illiteracy is seen as a social problem to be solved through education.

Reading education

Competencies for proficient reading

Proficient reading is equally dependent on two critical skills: the ability to understand the language in which the text is written, and the ability to recognize and process printed text. Each of these competencies is likewise dependent on lower level skills and cognitive abilities.

Children who readily understand spoken language and who are able to fluently and easily recognize printed words do not usually have difficulty with reading comprehension. However, students must be proficient in both competencies to read well; difficulty in either domain undermines the overall reading process. At the conclusion of reading, children should be able to retell the story in their own words including characters, setting, and the events of the story. Reading researchers define a skilled reader as one who can understand written text as well as they can understand the same passage if spoken.

Print recognition requires the ability to perceive printed text and translate it into spoken language. This aspect of reading is the crux of much of the reading debate.

In colonial times, reading instruction was simple and straightforward: teach children the code and then let them read. At that time, reading material was not specially written for children but consisted primarily of the Bible and some patriotic essays. There was little consideration for how best to teach children to read or how to assess reading comprehension.

Not until the mid 1800s did this approach change significantly. Educators, in particular Horace Mann, began to advocate changes in reading instructional methods. He observed that children were bored and "death-like" at school, and that instruction needed to engaged children's interest in the reading material by teaching them to read whole words. In the mid nineteenth century, Rebecca Smith Pollard developed a sequential reading program of intensive synthetic phonics, complete with a separate teacher's manual and spelling and reading books.

The meaning-based curriculum did not dominate reading instruction until the second quarter of the 20th century. Beginning in the 1930s and 1940s, reading programs became very focused on comprehension and taught children to read whole words by sight. Phonics was not to be taught except sparingly and as a tool to be used as a last resort.

In the 1950s Rudolf Flesch wrote a book called Why Johnny Can't Read, a passionate argument in favor of teaching children to read using phonics. Addressed to the mothers and fathers of America, he also hurled severe criticism at publishers' decisions that he claimed were motivated by profit, and he questioned the honesty and intelligence of experts, schools, and teachers. The book was on the bestseller list for 30 weeks and spurred a hue and cry in general population. It also polarized the reading debate among educators, researchers, and parents.

This polarization continues to the present time. In the 1970s an instructional philosophy called whole language (which explicitly de-emphasizes teaching phonics) was introduced, and it became the primary method of reading instruction in the 1980s and 1990s. During this time, researchers (such as the National Institute of Health) continued to conduct study after study showing that early reading acquisition depends on the understanding of the connection between sounds and letters.

As of 2008, most researchers advocate for a structured combination of both phonics instruction and whole language principles, but whole language is still taught almost exclusively in teacher education programs and remains the predominant reading method in U.S. elementary schools.

Print exposure

Print exposure is simply the amount of time a child or person spends being visually aware of the written word (reading)--whether that be through newspapers, magazines, books, journals, scientific papers, or more. Research has shown that the amount of print material that a child accesses has deep cognitive consequences. In addition, the act of reading itself, for the most part irrespective of what is being read, increases the achievement difference among children.

Children who are exposed to large amounts of print often have more success in reading and have a larger vocabulary to draw from than children who see less print. The average conversations among college graduates, spouses or adult friends contain less rare (advanced) words than the average preschool reading book. Other print sources have increasingly higher amounts of rare words, from children's books, to adult books, to popular magazines, newspapers, and scientific articles (listed in increasing level of difficulty). Television, even adult news shows, do not have the same level of rare words that children's books do.

The issue is that oral language is very repetitive. To learn to read effectively a child needs to have a large vocabulary. Without this, when the child does read they stumble over words that they do not know, and have trouble following the idea of the sentence. This leads to frustration and a dislike of reading. When a child is faced with this difficulty he or she is less likely to read, thus further inhibiting the growth of their vocabulary. This cycle leads to the "rich get richer, poor get poorer" phenomena known as the Matthew Effect.

Children who enjoy reading do it more frequently and improve their vocabulary. A study of out-of-school reading of fifth graders, found that a student in the 50th percentile read books about 5 minutes a day, while a student in the 20th percentile read books for less than a minute a day. This same study found that the amount of time a child in the 90th percentile spent reading in two days, was the amount of time a child in the 10th percentile spent reading all year.

Print exposure can also be a big factor in learning English as a second language. Book flood experiments are an example of this. The book flood program brought books in English to the classroom. Through focusing their English language learning on reading books instead of endless worksheets the teachers were able to improve the rate at which their students learned English.

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Our World ... Needs Our Help & Saving

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World literacy map UNHD 2007/2008

World-Literacy-Rate-1970/2015

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