Posted by: Bob C. Cleckler | August 9, 2012

The Distractions to Learning to Read

In more simple times students did not have all the distractions — both positive and negative — to learning to read that present-day students have. Positive distractions since the early 1900s are things such as music from radios, CDs, iPods, iPads,smart-phones, and rock-concerts; videos and video games on TV, DVD players, game consoles, and computers; or newly invented sports such as skate boards, BMX, and motocross. Negative distractions since the 1960s include new drugs, increased gang activities, and the negative influence of their parents or guardians social and economic problems (resulting from increased divorce due to loosened divorce laws, living together unmarried, and job problems).

As a result, U.S. students in the 1700s and early 1800s were more willing to spend the necessary time on the “dull drill” and “monotonous repetition” required for learning to read that neither the present-day students nor teachers are willing to endure. In our increasingly complex world, the humanitarian proposal of Literacy Research Associates, Inc. and NuEnglish. Inc. (two non-profit educational corporations) is desperately needed to — at long last — end English functional illiteracy. Nothing else done in the last 90 years or more has made any overall statistically significant improvement in the English literacy rate in the U.S. For a more authoritative and comprehensive presentation of the facts, see the breakthrough new 265 page ebook, Let’s End Our Literacy Crisis, Second Revision, which is available in .pdf format at no cost in the left-hand column of the website in the “end English functional illiteracy” link above.

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