Dear Editor,
“Acquiring literacy is an empowering process, enabling millions to enjoy access to knowledge and information which broadens horizons, increases opportunities and creates alternatives for building a better life.” – Kofi Annan.
Alarmingly, at least 739 million youth and adults worldwide still lack basic literacy skills in 2024. The United Nations (UN) adds that 475 million adults who lack literacy skills are women.
At the same time, 4 in 10 children are not reaching minimum proficiency in reading, and 272 million children and adolescents were out of school in 2023.
There is no one size fit approach to literacy intervention. Too often educators experiment with literacy intervention strategies to the detriment of struggling readers. Struggling or emergent readers should not be experiments or caught in the middle of school politics. Those students need help now. Many students view reading as punitive. Our methods of socialization both in the home and at school have greatly contributed to this negative perception of reading. Students’ unenthusiastic opinions of reading have been amplified in this digital age where the physical book has almost been rendered obsolete, as technological gadgets such as smart phones and tablets have become commonplace in most societies. Critical to literacy intervention is the diagnosis or undiagnosis of students who are impacted by various Language- Based Learning Disabilities (LBLD). A language-based learning disability (LBLD) is a neurological difference that affects how a person processes, understands, and uses spoken or written language. Like all learning disabilities, LBLD results from a combination of neurobiological differences (variations in the way an individual’s brain functions) and environmental factors (e.g., the learning setting, the type of instruction). The key to supporting students with LBLD is knowing how to adjust curriculum and instruction to ensure they develop proficient language and literacy skills. Most individuals with LBLD need instruction that is specialized, explicit, structured, and multisensory, as well as ongoing, guided practice aimed at remediating their specific areas of weakness. Several specific diagnoses fall under the LBLD umbrella: Dyslexia is a learning disability that affects your ability to read, write and spell accurately. It happens when your brain has trouble understanding written words.
Dysgraphia is a neurological condition and learning difference in which someone has difficulty with writing for their age level. This can range from issues with the physical act of writing to issues with translating thoughts into written words. Dysgraphia is manageable with interventions that can help you learn new writing strategies. There are two types of language disorders: expressive and receptive. People with expressive language disorders have a difficult time expressing their thoughts. Those with receptive language disorders struggle to understand what others are saying or to follow a conversation. It is also possible to suffer from a combination of expressive and receptive language disorders. Since 1967, the annual celebrations of International Literacy Day (ILD) have taken place on 8 September around the world to remind policy-makers, practitioners, and the public of the critical importance of literacy for creating more literate, just, peaceful, and sustainable societies. The theme for International Literacy Day 2026 is “Literacy for people, the planet and prosperity”. The theme highlights how literacy promotes social inclusion, supports sustainable futures, and expands opportunities for livelihoods and economic growth. Literacy connects people, the planet, and prosperity by providing the critical foundation needed for human dignity, environmental survival, and economic growth
Marking the 60th anniversary of International Literacy Day, the 2026 celebration offers an opportunity to reflect on global progress in literacy, address persistent and emerging challenges, and shape future literacy agendas. ILD 2026 will highlight achievements, particularly since 2015, while showcasing effective policies, practices and partnerships to advance literacy for all.
The average adult literacy rate for the Latin America and the Caribbean region is approximately 94%, though rates vary significantly by individual country. In Barbados adult literacy s 99.9%, in Trinidad and Tobago the rate is also 99.9%. In Antigua which recently introduced free education the rate is 99.8%, Cuba is among the highest in the region near universal. Jamaica’s literacy rate is 88%, Dominica is 94% and Haiti is around 62%. While school enrolment tend to be high in most countries functional literacy and reading remains a huge problem especially at the primary level.
Literacy a Fundamental Human Right
Literacy is a fundamental human right for all. It opens the door to the enjoyment of other human rights, greater freedoms, and global citizenship. Literacy is a foundation for people to acquire broader knowledge, skills, values, attitudes, and behaviours to foster a culture of lasting peace based on respect for equality and non-discrimination, the rule of law, solidarity, justice, diversity, and tolerance and to build harmonious relations with oneself, other people and the planet.
Literacy goes beyond the ability to read and write. To be literate provides the necessary tools to be inclusive and participatory in society. Those who are illiterate are often marginalized and excluded. The student who struggles with literacy issues frequently exhibit maladaptive behaviors as well. Unfortunately, more competent literacy specialists are needed in our schools.
Many of whom are classified as literacy specialists lack the creativity to make real inroads in addressing the reading deficits in our students. This clearly means there is a leadership deficit both at the level of our schools and that of the Education Ministry. Illiteracy is often linked to poverty. Those students who are from families with economic power have the means to employ private tutors to assist their children. Those students who are not so privileged must remain in overcrowded and hot classrooms where teaching and learning are not conducive. Sadly, these students are the ones whose fundamental rights are breached. The ability to read is transformational. This transformation can also be generational. Reading is more than just word recognition. Reading involves comprehension, fluency, and automaticity of the material being read. Literacy is under attack and the State must respond accordingly. As a society we must reimagine and repackage education to counter the dunce culture. Our current state of dunce culture did not occur overnight; it clearly means that it will take concerted effort and resources to undo and replace this undesirable mindset. Once again the education system is being called upon to be the tool of transmission of positive values and attitudes in the society.
Benefits of Reading
We learn new information, discover new ideas, and see ourselves in both real and fictional characters. Boosts imagination. When reading, we conjure images in our minds to build worlds and characters based on what we read, which takes our imagination to the next level. Plus, when reading about characters from diverse backgrounds, we can envision lives that differ from ours.
Develops writing. Through reading, we encounter various writing styles, ways to structure sentences, and descriptive words and phrases. Studying the written word can help improve writing whether it’s short social media posts, long works of fiction, or anything in between.
Reduce stress. According to research on reading and stress interventions, “reading for just 6 minutes can be enough to reduce stress levels by up to 68%.” Focusing on a single task of reading can help to ease tension.
Expands vocabulary. According to the National Reading Panel, reading can improve children’s fluency, vocabulary, and comprehension. Even adults continue to encounter new words through reading, and building a rich vocabulary can help improve communication.
This year’s theme therefore looks at literacy not only as an individual skill but also in relation to wider social, environmental and economic development. The 60th anniversary is intended to take stock of achievements, identify persistent and emerging challenges, and help shape future literacy policies and programmes.
In the words of Barack Obama, reading is the gateway skill that makes all other learning possible.
Wayne Campbell is an educator and social commentator with an interest in development policies as they affect culture and or gender issues.
Yours truly
waykam@yahoo.com
@WayneCamo
