End Illiteracy in English

The problem of English functional illiteracy is a very real nightmare, but the solution is easier than you would ever dare to dream.

Debunking All Reasonable Objections to Spelling Reform, Part Two

The Purpose of This Blog: Very few people realize the seriousness of the problem of functional illiteracy in English. The most statistically accurate and thorough study of adult literacy in the U.S. was a five-year, $14 million study commissioned by the U.S. government. It employed lengthy reviews of 26,049 U.S. adults statistically balanced for age, gender, ethnicity and location to represent the entire U.S. population. It was balanced for urban, suburban, and rural locations in twelve states across the U.S. and included 1100 prisoners in 80 prisons.

The report titled Adult Literacy in America (available for free inspection and download here) was released September 8, 1993. It received first page coverage in many newspapers the next day which essentially downplayed the seriousness of the findings (partly at least because the reporters more than likely read only the executive summary rather than the entire 200 page report and largely because the report did not mathematically analyze some of the most important findings). A follow-up report in 2006 (available for free inspection and download here) using a slightly smaller database (19,714 U.S. adults) showed no overall statistical improvement.

These reports proved (1) that 48.7% of U.S. adults are functionally illiterate (defined as reading and writing so poorly that they cannot hold an above-poverty-level-wage job), (2) that 31.2% of U.S. functional illiterates are in poverty, and (3) that functional illiterates are more than twice as likely to be in poverty because of their illiteracy as for all other reasons combined.

The findings in these reports have essentially been ignored since they came out. Many people believe the functional illiteracy rate is lower than the above-mentioned reports prove because of several other reports that came out in the last ten years based upon a smaller database and/or less rigorous statistical methods. Educators and politicians want to believe these reports showing a less serious functional illiteracy problem because — at least in part — the reports mentioned in the paragraph above make them look bad, but primarily because they do not know how to really solve the problem. Their only solution is to request more money for education and request smaller class sizes. Despite numerous attempts at employing increasing amounts of money and smaller class sizes for the last hundred years or so, the literacy rate in the U.S. has not statistically improved.

Numerous apologists for our educational system claim we have made progress in improving literacy. They can only do so, however, by carefully choosing which data they include in their studies and by taking a small enough time period for their studies. Appendix 7 of my book, Let’s End Our Literacy Crisis, Revised Edition gives a point by point refutation of a book claiming that there is not a literacy crisis in America. A more honest evaluation of the data would compare the literacy rate in the eighteenth century (other than that of the slaves who were often uneducated) with that of the twenty-first century. President John Adams did a literacy study in the very early nineteenth century and stated that it was easier to find a meteorite than it was to find an American who could not read.

This is the second in a series of five blogs that debunk all reasonable objections to spelling reform. Spelling reform solves the problem which is the primary cause of English illiteracy — the illogical, inconsistent, and chaotic spelling system — rather than merely fighting the symptoms of the problem. The symptoms of our erratic spelling system are: almost half of the students do not learn to read fluently and most students who do learn to read English fluently require at least two years — students in 98% of the alphabetic languages other than English learn to read fluently in less than three months.

The symptoms of our erratic spelling have been fought for the last hundred years or so by trying to improve (1) the reading textbooks, (2) the teaching method, (3) teacher training, (4) the number of students in each class, and (5) anything else they can think of — other than changing the spelling that is the primary cause of the problem. This makes about as much sense as taking aspirin, decongestants, and cough medicine to fight the symptoms of pneumonia instead of taking antibiotics to cure it!

Debunking Objections to Spelling Reform: Is a standard pronunciation required? Many people believe that instituting spelling reform would require a fixed standard of pronunciation, which we do not have. This line of thinking is a fallacy. We almost always understand each others’ spoken words. We will understand the written transcription of words even more easily than spoken words because spoken words must be understood in the split second in which they are pronounced whereas written words can be examined as long as necessary to understand them. Also, the fact that written words are separated by spaces will be of great assistance in understanding written material. It is often difficult to know the start and end of spoken words because they are run together — unless the speaker purposely speaks slowly and distinctly.

Frank C. Laubach, who was perhaps the world’s best authority on teaching adult illiterates around the world to read, stated on page 233 of his book Teaching the World to Read, “It is a linguistic axiom that what is understandable as speech is also understandable when written with a suitable phonetics.” So, basing our spelling upon pronunciation would not require that we all pronounce words the same to be understood.

No one wants to be told how to pronounce their words — nor should they be. As a result of spelling our words as they sound, however, people’s speech will become more standardized with that of their peers by reading written material published in their area as time goes by. This will occur both by choice and by the same process as widespread use of radio and television begun in the twentieth century caused a large amount of standardization of speech in the area where the radio and television program originated.

Almost every English reader who does very much reading has had the experience of not recognizing a written word that is in their speaking vocabulary. If the word were spelled as it is pronounced they would immediately recognize it. Almost every English reader who does very much reading has seen a new word (not in their speaking vocabulary) that they understand by the context but they do not know how to pronounce it — if they do not take the time to find the word in the dictionary or ask someone who knows the word. At a later date they may hear the word pronounced but not recognize it as a word they read earlier but did not learn how to pronounce. Having a spelling system in which the words are spelled as they are pronounced will help standardize their pronunciation.

posted by in cause of illiteracy,cost of illiteracy,education,end English functional illiteracy,ending illiteracy,extent of illiteracy,learn to read,literacy,reading education,seriousness of illiteracy,teaching fluent reading,teaching reading,U.S. literacy and have No Comments

No comments

You must be logged in to post a comment.