Introduction
Literacy on grade level is a topic that has attracted attention from sociologists, psychologists, and policymakers in education. Reading is a fundamental skill that can dictate success in all spheres of life. Zhang (2021) investigated the causal relationship between literacy levels and US adverse physical and mental health outcomes. Lack of literacy skills prevents people from opportunities that could lift individuals out of poverty. Without proper mechanisms to support learning in disadvantaged groups, illiteracy on grade levels can be a determining factor for the academic and career achievement gaps. This concept paper uses published literature to examine the challenges that “poor/disabled readers” encounter in school and the impact of the struggle to read on the child’s academic journey and potential success. The paper explores the issue from national, state, and local points of view. Student promotion issues linked to illiteracy at grade levels can be resolved through collaboration among stakeholders.
The Issue as Related to Education from a National Perspective
The issue of illiteracy on grade level has significant implications on education from the national point of view. The academic achievement gap is one of the factors that has been researched and documented in the literature. I read the article by Bowman et al. (2018), where the authors argued that the inability to read and comprehend on grade level perpetuates achievement gaps in low-income and minority students who may not have access to resources available to their counterparts from affluent families. Additionally, students struggling with reading find it difficult to meet the standards of education set in the national curriculum.
To address the issue, Foorman et al. (2021) recommended that the federal government intervene by providing special resources, training teachers to provide additional literacy levels, and allocating more funds to schools to address challenges encountered by teachers and learners. I heard a true story from a colleague who changed his career from teaching because the school did not have enough resources. The availability of books and other reading resources motivates teachers to work efficiently in addressing illiteracy.
The Issue as Related to Education from a State Perspective
State governments are not immune to adverse impacts when children fail to read at grade levels. Brown et al. (2020) explained that most states in the US have established accountability measures that determine how schools rank at the state level using academic performance at the grade level. In most cases, students struggling with reading find it challenging to meet the set standards, making it impossible for districts to rank at the state level. I suggest that state governments collaborate with stakeholders such as teachers and parents to provide resources and educate teachers to tailor efforts and resources to needy students. I believe literacy is a developmental process that can be mastered through proper support and guidance. Teachers should spend enough time with struggling students, provide special learning material, and teach children how to approach reading lessons.
The Issue as Related to Education from a Local Perspective
The impact of grade level promotions and illiteracy on grade level directly affects learners and local communities. In a research article by Brown et al. (2020), the author argued that students who cannot read on grade level are at risk of facing delays in academic transitions and progression to institutions of higher learning. I agree with Brown et al. because reading is essential to comprehend instructions. English readers can compete for available job opportunities in the market, make informed decisions from news outlets, and influence policies. Local communities face adverse outcomes when children are disadvantaged regarding access to opportunities and quality education. Local schools can address the issue through partnerships with local leaders, non-governmental organizations, and other stakeholders to identify the socio-cultural problems that undermine literacy on grade levels. Once identified, local governments can partner with stakeholders to channel resources, lobby for change, and empower communities to volunteer to address drivers of illiteracy on grade levels.
Conclusion
The issue of failure to read on grade level affects learners, local communities, and state and national governments. Addressing grade-level illiteracy requires a multifaceted approach that draws knowledge and skills from parents, policymakers, educators, and local communities. Unless challenged, the inability to read can perpetuate levels of poverty, poor health outcomes, low labor supply, and wastage of resources when governments fail to earn a return on investment (ROI) after investing in education. Reading is a direct determinant of career choice and success in life. The education sector has a direct role in creating and nurturing responsible citizens for the country. Local, state, and national governments have a role in responding to factors that perpetuate illiteracy at grade levels.
Federal governments are challenged to provide resources, train teachers, and revise the curriculum to deliver culturally sensitive education that does not discriminate against minority students. State governments should liaise with local and national governments to address illiteracy by promoting early childhood education and ensuring the availability of learning resources and specialized teachers. Local governments and communities are invited to collaborate to support students by equipping teachers with the resources required (Brown et al., 2020). Collaboration with local communities can help schools identify vulnerable students and channel resources to alleviate achievement gaps in class and progression to institutions of higher learning.
References
Bowman, B. T., Comer, J. P., & Johns, D. J. (2018). Addressing the African American achievement gap: Three leading educators issue a call to action. YC Young Children, 73(2), 14-23. Web.
Brown, A. L., Palincsar, A. S., & Purcell, L. (2020). Poor readers: Teach, don’t label. In The school achievement of minority children (pp. 105-143). Routledge.
Foorman, B. R., Francis, D. J., Winikates, D., Mehta, P., Schatschneider, C., & Fletcher, J. M. (2021). Early interventions for children with reading disabilities. In Components of Effective Reading Intervention. Routledge.
Zhang, Q. (2021). The cost of illiteracy: A causal inference study on how illiteracy affects physical and mental health. Health Education Journal, 80(1), 54-66.