The Eradication of Illiteracy

Right now, you are reading the words on this page, but think about a life where you are not able to do that. Unfortunately, that is reality for almost one out of five individuals (Cree et al., 2023, 2). This social epidemic is known as illiteracy. Literacy is defined as “the ability to identify, understand, interpret, create, communicate, compute, and use printed and written materials associated with varying contexts” (Wolhuter & Barbieri, 2017, 88). The World Literacy Foundation has found that illiteracy can be linked to poverty, unemployment, crime, and illnesses, which is why it is so important to be looking for a cure (Cree et al., 2023, 2). The most effective way to eradicate illiteracy is through parental involvement, teacher participation, and technology-enhanced literacy tools. 

When seeking to understand illiteracy and how to solve this problem, one should be aware of the classifications of illiteracy, which is complete and functional illiteracy. Complete illiteracy is being unable to read or write on any level. Most people who struggle with illiteracy are not completely illiterate, but instead they are functionally. According to the World Literacy Foundation, functional illiteracy is the idea that “an individual may have basic reading, writing and numerical skills but cannot apply them to accomplish tasks that are necessary to make informed choices and participate fully in everyday life (Cree et al., 2023, 2).  This would mean that a person could not read a medicine label, fill out a job application, or identify the price of something at a store. The solutions proposed will attempt to eradicate both forms of illiteracy, as they both severely diminish the quality of life.

Learning reading skills starts early in a child’s life through parental involvement. Studies done by the National School Board Association have shown that the development of language skills should already be happening by kindergarten (Fielding, 2006, 1). This means that parents and caregivers should be taking the time to teach children. The Children’s Reading Foundation recommends that parents read for twenty minutes with their children. These interactions devoted to the growth of a child’s reading skills should not end when they enter into the school system. 

Parent’s should continue to be involved with their children’s education to promote how important it is for their life. According to a study done at the University of Missouri “Parental involvement has been shown to play a part in fostering children’s cognitive growth and academic success” (Anderson, 2000, 61). Children are more likely to be engaged in the classroom if they know their parents are invested in what they are learning. This means that parents should be asking their children questions, reviewing materials at home, and acting excited for their children’s interest and achievements. When parents develop and remain involved with their children’s language training it helps them succeed within the school system. 

Reading in the classroom is also an important way to improve reading fluency. One of the ways a teacher can help students learn to read is by reading aloud to them. According to the International Electronic Journal of Elementary Education, reading aloud to students “increases the levels of student reading comprehension but also improves their listening skills, vocabulary, and enables them to have a positive attitude toward reading” (Ceyhan & Yıldız, 2021, 422). By making sure all teachers are reading aloud to their students, we can lower illiteracy rates within the classroom. 

One way teachers can encourage and develop reading skills is by utilizing methods that children are already familiar with, such as technology enhanced learning. Research projects have shown that illiteracy can be overcome through game-based learning. Students get excited for these games. This project found that the students “are often wholly absorbed in the activity of play, enticing them with a sense of joy and interest as they manipulate the objects in the game and explore the learning environments” (Pynnonen et al., 2022, 2). By using video games that pique the student’s interest, it allows them to be excited to develop their literacy skills. 

There is concern, however, with mixing technology and formal literacy education. Many teachers have voiced their concern with bringing computers and other internet devices in their classrooms (Hannafin & Savenye, 1993, 27). When using technology on assignments and essays, it can be easy to use spelling and grammar checking features. Some have pointed out that these tools, while completing assignments, can become a crutch for students and produce “inferior writing” (Hannafin & Savenye, 1993, 27). While it may be true that technology might hinder formal writing development, when it comes to teaching children the basics of reading and writing it has been proven that using online games can produce a positive impact on a child’s ability to read (Pynnonen et al., 2022, 9). Technology enhanced learning is quickly becoming one of the best options for teachers to improve literacy skills with their students.  

The use of technology should not just stop within the schools; educational media should be used at home to expand vocabulary across all age groups. As reported by DataReportal, a global digital research service, the average amount of screen time spent per day by adults was over six hours, without taking school or work screen time into consideration (Kemp, 2023). This screen time could be anything from watching movies on a television, playing video games on a tablet, communicating through screen calls on a computer, or accessing social media on a phone. Can adults and children with illiteracy, both complete and functional, gain anything from this abundant screen time?

 Yes, when this screen time is used appropriately, it can be used to improve upon skills necessary for literacy. In a study set up to determine whether screen time enhanced vocabulary skills or not, researchers determined that “vocabulary was not correlated with the overall amount of screen media exposure but correlated with exposure to educational media specifically” (Jing et al., 2023, 1411). These findings suggest that the screen time for both children and adults looking to develop their literacy skills should be used for educative television programs, informative radio-broadcasting, interactive learning games, or academic e-books. This new abundance of technology-enhanced literacy tools can be the key to solving global illiteracy for good. 

Parental involvement, teacher participation, and utilizing technology in and out of the classroom setting are the most constructive ways to get rid of illiteracy. Whether complete or functional, illiteracy can be linked to several factors that reduce the quality of a person's life (Cree et al., 2023, 2). That is why it is so important to be aware of the means available for those who need help the most. By exercising these resources, the social epidemic of illiteracy will be eradicated.

References

Anderson, S. A. (2000). How Parental Involvement Makes a Difference in Reading Achievement. Reading Improvement, 37(2), 61.

Ceyhan, S., & Yıldız, M. (2021, April 24). The Effect of Interactive Reading Aloud on Student Reading Comprehension, Reading Motivation and Reading Fluency. International Electronic Journal of Elementary Education, 13(4), 421-431.

Cree, A., Kay, A., & Steward, J. (2023, September). The economic and social cost of illiteracy: A snapshot of illiteracy in a global context. World Literacy Foundation, 1-17.

Fielding, L. (2006, April). Kindergarten Learning Gap. American School Board Journal, 1-3.

Hannafin, R. D., & Savenye, W. C. (1993, June). Technology in the Classroom: The Teacher’s New Role and Resistance to It. Educational Technology, 33(6), 26-31.

Illiteracy Definition & Meaning. (2025, February 4). Merriam-Webster. Retrieved February 26, 2025, from https://www.merriam-webster.com/dictionary/illiteracy

Jing, M., Ye, T., Kirkorian, H. L., & Mares, M.-L. (2023, September/October). Screen media exposure and young children's vocabulary learning and development: A meta-analysis. Child Development, 94(5), 1398-1418.

Kemp, S. (2023, January 26). Digital 2023: Global Overview Report — DataReportal – Global Digital Insights. DataReportal. Retrieved March 6, 2025, from https://datareportal.com/reports/digital-2023-global-overview-report

Pynnonen, L., Hietajarvi, L., Kumpulainen, K., & Lipponen, L. (2022, December). Overcoming illiteracy through game-based learning in refugee camps and urban slums. 3, 1-10.