Literacy is considered a hallmark and a foundation of advanced culture. In Guns, Germs and Steel, Jared Diamond explains that in early civilizations literacy was a skill belonging only to a few in the power elite of a nation, and it was used mainly for recording commerce and historical eve nts. For centuries, few people were instructed in creating and deciphering these written communications, but by the Renaissance, and particularly after the invention of the printing press, knowledge was eagerly being transferred between individuals and nations by the written word. Being literate was necessary for scientists to create the Industrial Revolution, and many other applications of literacy skills quickly became apparent. Astute factory owners soon dis covered that it was in their best interest to have at least semi-literate workers manning their factories. During the 1800s, many reforms were initiated to ameliorate the lives of the poor, women and children, and to re-design governmental organization. For example, in order for the Parliaments in Britain and other democratic nations to create a House of Commons, the common man had to be literate simply to handle and analyze the information involved in such important portfolios. Being able to read and write was recognized as an empowering and democratizing force. Mass education was introduced in the mid-1800s, and literacy has been a major focus of educational programs ever since.
Literacy is now a common and visible concept in Canada. Nevertheless, according to a 2005 Statistics Canada report, Spotlight, Adult Literacy, well over three million Canadian adults aged 16 to 65 had low-level literacy skills, which may have had an impact on their participation in society and in the economy. Only about 58% of adults aged 16 to 65 possessed skills in the top three literacy levels on the prose scale, indicating that they could meet most everyday reading requirements. After all these years, Canadians are still struggling to enable young people to communicate effectively through reading and writing. Canadians need to be asking: is there anything we can do to increase these numbers?
Simply put, yes! While we may always have some children who have great difficulty developing these skills, for the majority of children we certainly do have the knowledge of how these skills are formed, and what environment is most conducive to their acquisition. It is reassuring to realize that our culture provides an excellent environment to inspire beginning readers. We live in a world of printed and spoken words. Adult mentors do not need to artificially create an atmosphere conducive to a child’s reading; words are simply unavoidable. Our culture inundates us with words printed on doors, recipe books, signs in windows, toy boxes, computer games, bus stop seats, CD cases, birthday cards, books, newspapers and magazines. Words are everywhere! Children are aware that older people, and sometimes their peers, know how to decode these words, and if they have a healthy self-esteem, they want to know too. Erik Erikson claimed that humans naturally desire to master their environment. This is obvious in the very young, who exert great energy and effort in their games, mimicking events and roles and skills of the adult world. Watch the intense vigor, stealth and self-control in children playing tag or hide-and-go-seek! Motivation to read is just as dynamic, especially because knowing how to read and write opens up endless possibilities in other dimensions of life.
What we adults need to do is to capitalize on this keen curiosity. The trouble is that this process is time-consuming, costly and requires a change in the attitudes of parents and teachers. That is why we st ill have large numbers of adults who cannot read or write effectively—they did not receive adequate or appropriate instruction. First of all, more children would learn how to read effectively if they received enough personalized attention. School classrooms need to be smaller, really small, for young children learning to become literate. Small schools with class sizes of 10 students per teacher or less are more likely to provide such an intimate setting, where children can learn to read in individual reading lessons or small groups. These small classes in small school s are certainly more expensive up front, but they are more able to provide the appropriate instruction that children actually need. They are cost effective in the long run, because they avert post-school remediation. At the moment, large schools are still in favor with the general populace, but small schools do exist, and parents who want them need not wait for the prevailing common sense to catch up.
Then there is the role-modeling influence to consider. This is another element that requires patience, time and devotion on the part of parents and teachers, and that, if neglected, creates some of the failures to produce literate adults. This is, therefore, something within adult control and merely requires our commitment and persistence. Children learn from watching others, particularly trusted adults. According to Freakonomics, by Steven D. Levitt and Stephen J. Dubner, the presence of books in a home is a basic condition for children’s literacy. If parents do not value books, newspapers or other reading materials, their children notice. If parents never read in front of their children, or shop in bookstores, or visit libraries, or read from computers, their children will not think of doing so either. More importantly, parents need to find time to read to their children. This is the most significant act of all. When this activity happens in a cozy, intimate setting, with a loving emotional tone, it creates positive associations for children with the act of reading.
Anytime is a perfect time to read! Designing a reading-friendly atmosphere for a family may be most effective if the reading occurs anywhere but indoors, formally at a table. Many different games can be played in a car, or on a walk. Creating strings of rhyming words is one common game. Another enjoyable one is taking license plate letters and making silly phrases with them, such as turning BAT into beautiful ants talk, or YLS into young leopards slither. Any casual game is worthwhile if it plays with words and makes the process fun.
Children are much attuned to their parents’ words, attitude and tone of voice. It is important that we are positive, non-stressed and encouraging. Even if we are worried that a child is slow learning to read, we must be careful not to convey that fear to the child. From the child’s point of view, parental and teacher worry signifies that something is dreadfully wrong, and this creates fear and performance anxiety that inhibit learning. If a child has significant and long-term difficult ies with short-term memory, hearing, eyesight, or phonetic analysis, resources exist in the community for tutorial and remedial services. Nevertheless, throughout a child’s learning process, we need to be patient, hopeful and encouraging. Attitude and perception are crucial influences.
It takes time, awareness and effort, but we need to demonstrate these elements if we wish to promote greater literacy amongst our young citizens. We need to capture those teachable moments, when reading is relevant and useful. Parents and teachers can include young children in p rocesses that involve reading, such as cooking, deciphering food labels and menus, or following directions and street signs. Children need to be active participants in their own reading acquisition, and therefore, intrinsic motivation is absolutely necessary. Therefore, the most import thing is to take the time to enjoy the process. Through a casual and relaxed approach, children will see that reading is a means to transmit ideas from person to person. Reading equals freedom of thought, because it opens individuals up to the thoughts that other people have had across the world and across time. This is an immense opportunity, and worth pointing out.
By Diane Swiatek, Founder and Principal, Banbury Crossroads School
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