​
Literacy in America
​
“Literacy is a bridge from misery to hope” (United Nations, 1997). Literacy, the ability to read, write, speak, and listen, is the foundation of everyday life (National Literacy Trust, n.d.). From securing employment to managing health, every aspect of life relies on the ability to process information. Understanding the importance of increasing literacy can help shape our lives both as individuals and as a society. Due to issues like the lasting effects of Covid-19, outdated teaching methods, socioeconomic inequalities, and uneven distribution of funding, literacy levels in America are on the decline (Performance declines, 2023) despite living in an age where technology is more abundant than ever before. To tackle this problem, we must address literacy issues, which have become a social epidemic, by refining and modernizing educational standards and encouraging early learning opportunities, giving everyone a more equal chance of personal success and strengthening society as a whole.
One way to increase literacy is to implement early learning education strategies for young children. According to the American Public University, “A child’s early years lay the groundwork for more advanced literacy skills. During early childhood education, young students develop pre-reading abilities as they practice letter recognition and phonics, as well as building their vocabulary. Even at this young age, children are exposed to a rich language environment, which helps them learn how to communicate” (American Public University, n.d.). When children are exposed to a quality learning environment as early as possible, it enhances their future success. Access to pre-kindergarten programs is important, as it provides a setting where children can develop both a strong foundation for reading and writing, as well as promote social and emotional development (American Public University, n.d.). Currently, preschool participation is highly unequal depending on things such as region, income, and mother’s education level (National Literacy Trust, n.d.). By addressing these disparities and ensuring equitable access to quality preschool programs, we can create a more literate generation, setting people up for lifelong learning and success.
The Covid-19 pandemic drastically altered access to quality education and negatively impacted literacy levels across the country (Sun, X. et al., 2023). Studies by the National Library of Medicine suggest that “after the COVID-19 pandemic began, elementary students began the year further behind in their reading development than previous cohorts (Kuhfeld, 2022).” To counteract this, we must focus on improving online and hybrid-style learning strategies. While the use of technology is heavily debated, there are many benefits to adding digital resources to the classroom. These programs can tailor lessons to the individual needs of each student, which can help with retention and engage students in a way that traditional teaching might not. This can make traditionally tedious subjects more interesting to students (Walden University, n.d.). By using these tools and giving teachers the necessary training to feel confident in using them, we can come a long way in increasing literacy scores.
According to EdTrust, outdated teaching methods further contribute to the decline in literacy rates because they fail to fully engage students. Many school districts in America are still using outdated teaching methods that have been proven to be ineffective and potentially even harmful. Adding to this problem is that too many teachers lack the knowledge to effectively teach students to read due to the lack of training in evidence-based reading instruction (EdTrust, 2024). To combat this, we must adopt new-age teaching methods by requiring teachers to undergo training and professional development throughout the time they spend teaching. Unfortunately, not all professional development has the same level of effectiveness. Many times, teachers attend professional development training that is not tailored to their own personal needs, for example, seminars that have no relevance to their subject area (Schwarz, 2023). Instructional training, which identifies teaching strategies and provides support for those changes in the classroom, is much more effective than training that focuses solely on building teachers’ knowledge in their subject (Schwarz, 2023). According to Education Week, “Most professional development is locally provided, from school districts, regional offices of education, or teachers’ unions. Quality control is often lacking: Some states have hundreds of approved providers, and only audit a small sample each year (Schwarz, 2023).” It is essential that school districts use and prioritize these new-age teaching methods so that teachers can engage students effectively and change the future of literacy.
Having a strong and connected community can be essential to raising literacy levels. Programs such as summer reading challenges and family literacy nights can provide support and engagement for students and their families. Establishing tutoring and mentoring programs is another way to assist students and foster their love for reading and education. A study by Book Buddies, a low-cost volunteer program in Charlottesville,Virginia, found a positive impact on first and second graders’ reading scores after attending volunteer reading sessions. “Students who attended more sessions made greater gains than those attending fewer sessions (Henderson & Mapp, 2002, p. 121).” Community members can also help literacy rates by contacting literacy programs that are already in place in the schools and libraries and providing volunteer work for these programs (Chatis, C. et al, 1997, p 16). Additionally, partnerships with local businesses, such as school supply donations and sponsoring reading events, can make an impact on communities. We must collaborate as a community, to create an environment that is rich in learning and promotes literacy development.
These things are especially critical in communities with lower socioeconomic status. Studies show that children who grow up in poverty face an elevated risk for socioemotional difficulties (Evans & English, 2002). These challenges can manifest as social and behavioral problems, leading to a wider literacy gap. In these communities, access to early childhood learning programs is critical. According to the Department of Education:
A robust body of research shows that children who participate in high-quality preschool programs have better health, social-emotional, and cognitive outcomes than those who do not participate. The gains are particularly powerful for children from low-income families and those at risk for academic failure who, on average, start kindergarten 12 to 14 months behind their peers in pre-literacy and language skills (Department of Education, 2015).
Raising literacy levels is a goal that, while somewhat challenging, can be achieved. If we face this issue from several different angles by focusing on early childhood education, encouraging teachers to adopt new teaching methods, overcoming socioeconomic inequalities, and creating a strong community centered on childhood education, then we can create an environment that helps all students achieve greatness. It is essential for the community to come together with educators to create a united front in the effort to raise literacy levels and create a more informed and educated society for future generations.
​
​
References
​
American Public University. (n.d.). Why is early childhood education important for children? https://www.apu.apus.edu/area-of- study/education/resources/why-is-early-childhood-education-important-for-children/
​
Chatis, C., Thompson-Hoffman, S., de Kanter, A., Moles, O., Steele, S., Howes, S., Doyle, M., Colemenares, M., Vosburgh, L., Herman, M., Ballen, J., & Arnold, C. (1997). Simple Things You Can Do To Help All Children Read Well and Independently by the Third Grade. America Reads Challenge: Read*Write*Now! https://files.eric.ed.gov/fulltext/ED415487.pdf
​
Department of Education. (2015). A matter of equity: Preschool in America. U.S. Department of Education. https://www.ed.gov/sites/ed/files/documents/early-learning/matter-equity-preschool-america.pdf
​
EdTrust. (2024, January 17). The literacy crisis in the U.S. is deeply concerning—and totally preventable. https://edtrust.org/blog/the-literacy-crisis-in-the-u-s-is-deeply-concerning-and-totally-preventable/
Evans, G. W., & English, K. (2002). The environment of poverty: multiple stressor exposure, psychophysiological stress, and socioemotional adjustment. Child development, 73(4), 1238–1248. https://doi.org/10.1111/1467-8624.00469
Henderson, A., & Mapp, K. (2002). A new wave of evidence: The Impact of School, Family, and Community Connections on Student Achievement. https://sedl.org/connections/resources/evidence.pdf
Kuhfeld, M., Lewis, K., & Peltier, T. (2022). Reading achievement declines during the COVID-19 pandemic: Evidence from 5 million U.S. students in grades 3–8. Reading and Writing, 36(2), 245. https://doi.org/10.1007/s11145-022-10345-8
National Institute for Early Education Research. (2023). The state of preschool 2023: State preschool yearbook (Vol. 18, No. 1). https://nieer.org/sites/default/files/2023-08/18-1.pdf
National Literacy Trust. (n.d.). What is literacy? https://literacytrust.org.uk/information/what-is-literacy
Performance declines in basic mathematics and reading skills since the covid-19 pandemic are evident across many racial/ethnic groups. Naep blog. (2023, November 9). https://nces.ed.gov/nationsreportcard/blog/pandemic_performance_declines_across_racial_and_ethnic_groups.aspx
Schwartz, S. (2023, July 26). Teacher professional development, explained. Education Week. https://www.edweek.org/leadership/teacher-professional-development-explained/2023/07
Sun, X., Marks, R. A., Eggleston, R. L., Zhang, K., Lau, C., Yu, C. L., Nickerson, N., & Kovelman, I. (2023). Impacts of the COVID-19 disruption on the language and literacy development of monolingual and heritage bilingual children in the United States. Reading and writing, 36(2), 347–375. https://doi.org/10.1007/s11145-022-10388-x
United Nations. (1997, September 4). Secretary-general stresses need for political will and resources to meet challenge of fight against illiteracy [Press release]. https://press.un.org/en/1997/19970904.sgsm6316.html
Walden University. (n.d.). Top 5 benefits of technology in the classroom. Retrieved September 23, 2024, from https://www.waldenu.edu/programs/education/resource/top-five-benefits-of-technology-in-the-classroom