Posted by: Bob C. Cleckler | March 6, 2013

Why Do YOU Think We Need to Read?

Although there are several reasons, if you ask almost any parent why they want their children to learn to read they are almost certain to tell you it is so they can get a good job. Did you know that in today’s world many high school graduates cannot even read all the words on their diplomas and that more than 48 percent of U.S. adults read so poorly that they cannot hold an above-poverty-level-wage job? This is proven by a study commissioned by the U.S. government.

The Adult Literacy in America report is from the most statistically accurate and comprehensive study of U.S. adult literacy ever conducted. The report was released in April, 2002, and a follow-up report by the same researchers was released in 2006 which confirmed the findings. More than 26,000 U.S. adults, statistically chosen by age, gender, ethnicity, and location (from urban, suburban, and rural locations from twelve different U.S. states and 1,100 prisoners from 80 prisions) to represent the entire U.S. population, were given lengthy interviews. An analysis of these two reports proved that 48.7 percent of U.S. adults could not read and write well enough to hold an above-poverty-level-wage job. The inability to read well enough to hold an above-poverty-level-wage job is the most statistically accurate and reproducible definition of functional illiteracy — all other methods of determining the extent of functional illiteracy can be influenced (either deliberately or accidently) by the size, time-period, and method-of-obtaining the data base used.

The Adult Literacy in America study also proved that 31.2 percent of these functional illiterates were in poverty and that they were more than twice as likely to be in poverty as a result of illiteracy as for all other reasons combined. An estimated 600 million of the more than 1.3 billion English-speaking people around the world — including more than 93 million in the U.S. alone — are functionally illiterate in English. If this does not constitute a literacy crisis, what does?

You may think that solving the problem is a job for the educational “experts,” but ending English functional illiteracy, like solving any problem, must begin with a widespread understanding of both the problem and the solution. The last 90 years or more of educational history constitute proof that the educational experts are not going to make the revolutionary changes needed to permanently solve the problem of English functional illiteracy. An honest examination of the website linked here will provide all the understanding you need to begin a grass-roots program of solving English functional illiteracy. Once you have that understanding — if you are truly compassionate — you will be eager to spend a few minutes to help solve the problem as carefully detailed in the breakthrough book, Let’s End Our Literacy Crisis, Second Revision, which explains the simple, proven method of permanently ending our provably serious literacy crisis. This prize-winning book is available at no cost or obligation of any kind as a 265-page e-book in .pdf format in the left-hand column our English functional illiteracy website linked above.

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