Interrogating the Reading Crisis

“When a child learns to read, they don’t just decode letters on a page, they begin to dream bigger, think more critically, and imagine a future beyond what they can see.”- Marshall Tuck, CEO of Ed Voice. The fact that a significant number of first formers are reading below their grade level is cause for national concern. However, despite all the talk regarding literacy intervention programmes there is the feeling that there is no national consensus concerning how to adequately address the reading crisis we face as a nation. A related issue on display is an exclusive education system. The reading crisis is multi layered and therefore the solutions must adhere to similar principles. Undoubtedly, our schools must be the primary vehicle for achieving reading readiness for all students. Phonics should be compulsory at the primary level from grades 1- 4. The Primary Exit Profile (PEP) should be only for grade 5 and 6. Many students are ill-equipped by the time they reach high school to decode and sound letters. These skills should be mastered at the primary level. The teachers do try given the limitation of resources; however, class size remains a barrier to literacy. All grades at the primary level should have two teachers. We cannot continue to have 30 students in a class with one teacher and expect miracles to happen when those who create policies have already handicapped the system and subsequently the learning outcomes. We need to return to basics. Marion Joseph, a renowned expert on reading instruction who came out of retirement in the 1980s to wage a personal crusade for the adoption of phonics in the State of California, said, “phonics stresses fundamental instruction in the letters and letter combinations that make up sounds, thus allowing children to “sound out” words and later whole sentences and passages. The whole language approach assumes that reading is a naturally learned skill, much like speaking, and that exposing children to reading material will allow it to emerge.” Governor Gavin Newsom, who has struggled with dyslexia, a disorder affecting his ability to read, supported the efforts and included $200 million in the 2025-26 state budget to train teachers in phonics. Meanwhile Assembly Bill 1454 is moving quickly through the legislative process. Sponsored by pro-phonics legislators including Assembly Speaker Robert Rivas, it would require the state Board of Education to adopt phonics-based instructional materials and include phonics in reading teacher credential programmes. Visionary Leadership. The impact of the school's principalship is often discounted as it relates to an effective literacy programme. The various levels of stakeholders such as the students, teachers and the community must share the same vision as the head teacher. Once these stakeholders are not aligned then it will become more challenging to build and inspire confidence in our schools. Principalship must be purposeful as they are the first line role models. As a result their behaviour and personal attributes must evoke a sense of respect within the student population. Regrettably without a culture of respect we are creating a culture of dissension and chaos. A healthy school culture is conducive to a robust and successful literacy programme Counter Culture. The success of schools is largely associated with the support of the homes. In too many instances our children do not see parents or guardians reading especially the fathers. Unfortunately, the culture does not support reading and this too is yet another barrier to literacy. The male who reads is rapidly disappearing. Women and girls are by far the most users of library services globally. This gendered reality regarding reading has far-reaching implications for the national discourse concerning falling literacy rates among our high school students. Girls are encouraged to go and pick up a book, while no such instruction is given to the boys. This gendered approach to socialization and schooling needs to be revisited. Additionally, there is culture which dictates to boys that reading is anti-masculine and sadly, this sub-culture, which is reinforced by popular culture, has turned off many of our boys from education in general and reading in particular. This lack of motivation for reading must be addressed with a sense of urgency. Disturbingly, boys who display school smarts are often ridiculed as effeminate by peers and even adults in areas where academic excellence by males is typically devalued. It is almost as if manhood and masculinity have been commandeered by a thug dunce culture far removed from education. Our public libraries have become architectural relics of a bygone era. In fact, some community libraries have closed over the years. Our school libraries are not as robust as they once were. Yet we wonder when as a society we have arrived at this counter culture to reading. Those students who have learning disorders should be given the appropriate assistance for them to realize their potentials. Given the divisive nature of US politics, if California can build a phonics led consensus to address the dismal reading levels of their students it means we can too. Reading for Fun. One of the biggest barriers to children reading more is that it sometimes feels like a chore. Reading should be for pleasure and enjoyment. Some readers have a thirst for knowledge and therefore they find reading a source of utter satisfaction. This post-pandemic era comes with extra hurdles in learning. Many students are attempting to catch up, and parents can play a crucial role in that journey. Jeannie Votykpa, a learning scientist at The Northwest Evaluation Association (NWEA), suggests creating a reward system that celebrates reading achievements whether this is completing a chapter, reading a story aloud, or visiting the library. It is important that the rewards be connected to reading itself, like a new bookmark, a smiley face sticker or extra time selecting books rather than toys or unrelated rewards. There is no need to reinvent the wheel to tackle illiteracy. What is needed is consensus building and the forging of partnerships with civil society, the Jamaica Teaching Council, the church, political parties, parent teachers associations and any other group/s of interest. All barriers to literacy should be interrogated and dismantled. In keeping with the United Nations Sustainable Development Goals more should be done to ensure inclusive and equitable quality education for all. Wayne Campbell is an educator and social commentator with an interest in development policies as they affect culture and or gender issues. waykam@yahoo.com @WayneCamo