Illiteracy in America - Past, Present, and Future
Table of Contents
Background
Problems
Programs Past
Programs Future
Conclusion
Resources
Additional Links
Lesson Plans
A Little Bit About Myself
Background
"A lonesome man on a rainy day who does not know how to read." Benjamin Franklin quoted this after being asked what man deserved the most pity. Illiteracy in the United States has fluctuated throughout the last 100 years. There are several causes for this fluctuation. First, the nation's population growth played a major role in school development and the need for education. Second, the role of minorities in the U.S. was crucial in affecting illiteracy rates. Third, governmental and societal demands were evident that influenced school attendance which in turn influenced literacy rates. Although there are other factors which had an impact on the history of illiteracy, the three previously mentioned hold the most importance on understanding the basic history of illiteracy in our country.
Over the past century the population of the U.S. has fluctuated. U.S. population grew about a third each decade from 1790-1860. "This growth rate is more than three times the growth that has occurred in the last decade." The 19th century represented a period where birth rates declined but immigration and the number of women of childbearing age in America increased. Birth rates fell drastically during the 1920's and the Great Depression, remained stable throughout the 30's, then increased dramatically after World War II during the late 1950's. Consequently, after the "baby boom" birth rates declined until the 1980's and 1990's when "baby boomers" had reached childbearing age. The birth rate in the early 1990's was close to that of the late 1950's. The previous facts are significant because they provide a basic background for understanding the needs for primary and secondary schools in the country.
In addition to population size, ethnic groups also played an important role in explaining the background of America's education trends. For example, blacks in the late 1800's were more than 75% illiterate, but after the Civil War the school aged individuals who replaced them had more educational opportunities. As a result, by the late 1970's the gap in illiteracy between blacks and whites had narrowed "through the 20th century, and in 1979 the rates were about the same." The immigration of Hispanic youth into the U.S. held significance in literacy throughout the past ten years. Literacy assessment is influenced by the fact that many are from other countries and are learning English as a second language.
Further, governmental and societal demands also had an impact on illiteracy throughout the last century. Before the emancipation of slaves in the U.S. there were few opportunities for minority education with the exception of some northern schools. However, after the Civil War this changed and "enrollment rates for blacks rose rapidly from 10% in 1870 to 34% in 1880." The war also impacted enrollment rates for whites.
Problems
There are several problems that arise with illiterate people functioning in society. First, the costs of illiteracy are great burdens on large government as well as local areas. Second, there is the question of how people can survive in a literate world without being literate themselves. Third, motivation for adults to become literate has fluctuated in the past decade.
One of the most significant problems the U.S. faces in the area of illiteracy is the cost for large government as well as local cities and towns. For example, "it costs an estimated $100-200 billion per year in unemployment, welfare, health care, and incarceration costs." These costs are usually paid for in the form of taxes that could have been used elsewhere. Also, effects of a less literate work force in terms of competitiveness and production is notable.
A crucial question that has been asked is: what is the definition of illiteracy? There are two definitions that have been used in textbooks and other resources. The first is conventional literacy, which is realized when an individual can read, write, and comprehend material, as well as, "understand whatever signs, labels, instructions, and directions are necessary to get along within one's environment." The second is functional literacy, which is defined as realized when an individual can function in their own environment and to reach success in their own roles in society. These individuals can "read and write adequately to satisfy the requirements they set for themselves." The question that follows is: are these individuals reaching their actual potentials or are they just surviving in a world that is based on conventional literacy guidelines?
Based on the preceding definitions, what motivates people to better their literacy levels? Studies show that most people who are not literate are in situations where providing for their families monetarily, taking care of sick children, and putting food on the table takes precedents over whether or not they can read or write adequately. Also, in some cases, "language-minority students come from literacy-impoverished homes where education is not valued or supported." Consequently, those families that are literacy impoverished tend to breed children who are not attempting to reach their own literacy achievements on their own. These are some of the problems that the U.S. faces in trying to deal with the fact that one in five Americans is not literate.
Programs Past
There are several programs that were created in the past twenty or so years to aid in literacy development. One of the first programs was created in 1996 called the Reading is Fundamental program. This program was established as an inspirational guide for children to learn to enjoy reading. Children were given books to read and keep that held meaning for them. Reading is Fundamental is still in use and its benefits are realized by students in all 50 states. Further, many teachers and citizens volunteer their time to help with the continuation of this program.
Another program that was initiated in the past 20 years is the Running Start program that focuses on the literacy development for first graders. Running Start aims to provide "them with high-quality children's literature books and increasing their opportunities for reading at school and at home." The challenge for students in this program is that they are asked to read, or have someone read to them, 21 books in a 10-week period. In one instance after the 10-week period students were assessed and the results were that they were more motivated to read and that they enjoyed reading more than they had at the beginning.
Programs Present
Presently there are several programs that have been created by government and independent businesses that are geared to increasing the literacy levels in the U.S. For example, in Alabama, the Alabama Electric Cooperative won a community service award in 1997 for supporting the Writing to Read program which is a computer-assisted literacy program "...that combines computers, audio-tapes, and books with conventional teaching methods to help young students develop their literacy skills...in schools in central and south Alabama." This effort by AEC displays what can be done in literacy when the private sector intervenes.
Another program that was initiated by President Bill Clinton is the America Reads Challenge. This basic challenge is to "ensure that every child reads well and independently by the end of the third grade." His thoughts behind the initiation of this program are that 40% of 4th graders cannot read adequately enough to achieve success on standardized tests a their level. After the 3rd grade, studies show that children who cannot read at their grade show a diminished chance of future success, increased chance of dropping out of school, reduced job opportunities, and an increase in derelict activities.
Programs Future
In addition to several of the programs that have been implemented in the past and those that are in effect at the present time, there are also several programs that will be used in the future of literacy learning in the U.S. Also, many of the programs now in effect will be enhanced in significant ways to produce increased results in literacy assessment. For example, the National Center for the Study of Adult Learning and Literacy (NCSALL) has goals to "conduct the research, development, evaluation, and dissemination needed to build effective, cost-efficient adult learning and literacy programs." NCSALL hopes to obtain links between institutions and practitioners all over the country who in addition to adult learners, and scholars, will share a common goal and view of developing programs that will be beneficial to adult literacy learning.
Another program that is being implemented in Alabama was initiated by Governor Fob James who has charged a council of 28 members to eradicate adult illiteracy in five years. They are asked to come up with an appropriate budget and suggestions that will enable this charge to become realized. Governor James states, "As Alabama's economy changes from an industrial base to an information base, our citizens will find it even more difficult to find work without the ability to read." Further, the Alabama Reading Association believes that reading and writing influence one another and that children learn best when the material is meaningful and has some purpose for them.
Conclusion
Although there have been several literacy programs mentioned above, there are certainly several others that are in effect today. These are just a few that have made the forefront of the literacy challenges in the United States. While U.S. history has influenced the school aged population, minority immigration trends, as well as, governmental and societal demands, illiteracy still effects 1 in 5 of our citizens. There have been several programs that have been instilled for not only children, but adults as well. While we see the need for children in the early grades to become successful in their literacy, it is also imperative for adults to motivate themselves to obtain literacy as well. In governments across the nation portions of each budget have been allocated to the implementation of programs which goals are to help the U.S. achieve nationwide literacy. Further, businesses in the private sector are contributing to literacy programs. It is evident with the technology age of today that literacy is imperative not just for survival but for success as well.
Additional Links
Alabama Reading Association - Position on Phonics
1992 National Adult Literacy Survey
Additional Resources
Au, Katherine.
- Literacy Instruction in Multicultural Settings
Houghton Mifflin. Invitations graphic copywrited 1997.
Hunter, Carman St. John & Herman, David.
- Adult Illiteracy in the U.S.
Mitchell, Candace & Weiler, Kathleen.
- Rewriting Literacy
Morrow, Lesley Mandel.
- Family Literacy: Connections in Schools and Communities
Odland, John. Northwest Literacy Board Member. "Illiteracy: The Hidden Cost
Raymond, James C.
- Literacy as a Human Problem
My name is Jennifer Sachwitz and I am studying Elementary Education at the University of Alabama at Huntsville. I have spent most of my time in the Southeast and my hometown is Raleigh, NC. I have traveled some and wanted to include a picture of myself, my husband, and our dog Fletch at the Grand Canyon. I hope to begin teaching in the fall of 1999.