Functional illiteracy is the ability to read simple
sentences, yet the inability to read at a level that would allow one to
function successfully in society. A functionally illiterate person can read the
sentences: “I can sit.” or “My name is Jane.” Yet, they cannot read the
sentence: “Fill out this application and we will contact you shortly.” A
functionally illiterate person’s low reading level impairs them from
deciphering street signs, job applications, directions, bank account information,
prescriptions, and the list goes on and on.
20% of US adults are considered functionally illiterate. If
this does not shock you, I don't know what can. Functional illiteracy is a
serious threat to individuals and society at large. When we allow students to
go through the education system as functionally illiterate students, we
essentially are streamlining them toward jail, poverty, teenage pregnancy and
welfare.
As parents, teachers and reading tutors, it is our job to
ensure that every student becomes functionally literate. That is, that every
student can read and write well enough to fill out a job application or design
a resume or read a book to their own future children independently and
effectively. How do we end functional illiteracy in our society?
First off, it is the role of parents, teachers and reading
tutors to identify when a student is below grade level in reading. When a
student is below grade level in reading, they are at risk for functional
illiteracy.
Here is an example of how the cycle can be stopped: James is
a student in the second grade. His peers can read significantly higher-level
texts than he can. He is afraid to read out-loud in class, because he doesn't
want to expose his lower reading ability. He begins to rely heavily on the
pictures to read books in-class and to his parents. The pictures give him an
idea of what the story is about, and thus a way to essentially “pretend to
read.” He also begins to memorize texts, which frees him from the act of
decoding words.
James's school, teacher and parents think he is a good
reader. The school and teacher do not want to identify James’s low reading
scores, because this will reflect poorly on them. The parent does not want to
identify James's low reading scores, because they would rather live in blissful
denial. James is pushed on toward the third grade. His chances of learning how
to read become dismal. Since he has missed K-2 reading instruction, he is at
serious risk for functional illiteracy.
At this point, is there any hope for James? The answer is
yes. However, his parents are presented with the chaotic, complicated task of
finding a qualified reading tutor in a world of charlatans. Many people claim
they know phonics, but lack the ability to instruct students in phonemic
awareness, systematic phonics instruction, segmentation/manipulation,
decodables and the most common sight words. If the parents find a qualified
reading tutor that meets with James at least twice a week, he has a chance to
become a functionally literate adult. But the task of finding a QUALIFIED
reading tutor is a tall order. Having a teaching credential does not make one
qualified. In fact, many teachers lack a nuanced understanding of phonics and
reading instruction.
