Ibrahim Gardner
Poor reading skills among university students is an important topic that has gained prominence in recent years, especially with the COVID-19 pandemic and the subsequent lockdowns. The prolonged closure of schools has negatively impacted children's education, with UNICEF reporting that many children now struggle with reading. This issue is not new, as even before the pandemic, over half of 10-year-olds in low and middle-income countries had poor reading abilities. The consequences of inadequate reading abilities extend beyond academic performance, with research suggesting links to higher dropout rates, increased risk of teen pregnancy, and even criminal activity later in life. Early reading interventions are crucial to preventing reading failure, and initiatives such as “Reading First” aim to improve reading instruction and provide necessary support to students. However, the effectiveness of these programs in improving reading skills among university students remains to be seen.
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What You'll Learn
Poor reading skills in early grades are difficult to overcome
A child's reading ability is closely linked to their overall learning success. As the saying goes, "first, he learns to read, then he reads to learn." When a child struggles with reading, their ability to acquire new knowledge through text is hampered, which can lead to feelings of rejection and a sense of low achievement. This can have destructive emotional effects on children and cause great anxiety in parents.
Poor reading skills have also been linked to higher dropout rates and an increased risk of teen pregnancy. According to Stanford University, students who drop out of high school are three and a half times more likely to be arrested than graduates. Additionally, a study by the University of Pennsylvania found that girls with below-average reading skills in grade 7 were 2.5 times more likely to become teen mothers than those with average or above-average reading skills.
The pandemic and the resulting lockdowns have also negatively impacted children's reading skills. UNICEF reported that even before the pandemic, more than half of 10-year-olds in low and middle-income countries had poor reading skills, and this figure is now estimated to be as high as 70%. The prolonged closures of schools have disrupted the education of millions of children worldwide, and the full consequences of this disruption are yet to be seen.
To address these issues, federal initiatives such as the "Reading First" and "Early Reading First" programs have been implemented in the United States. These initiatives aim to improve early reading instruction, provide critical early identification of reading difficulties, and offer necessary interventions to prevent reading failure. While these programs are a step in the right direction, it is crucial that parents and educators alike recognize the importance of early reading skills and work together to support children in developing these fundamental abilities.
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Lack of early reading instruction
A lack of early reading instruction can have a profound impact on a child's future academic success and even their risk of dropping out of school. Research from the University of Chicago highlights that if intervention programs are implemented before the third grade, reading skills can be improved to the average level for 85-90% of poor readers. However, delaying intervention until a later age can have detrimental consequences, with approximately 75% of children continuing to struggle with reading throughout their academic careers and even into adulthood.
Early reading skills are fundamental to a child's educational journey. The adage "first he learns to read, then he reads to learn" underscores the idea that reading ability is the foundation for acquiring knowledge across various subjects. Without strong reading skills, a child's capacity to learn and succeed in school is significantly hampered.
The "Reading First" initiative, part of the No Child Left Behind Act of 2001, aims to address this issue by improving reading skills for students from kindergarten through third grade. It focuses on early identification and intervention to prevent reading failure and ensure all children become skilled readers by the end of third grade. This initiative recognizes the critical nature of early reading instruction and its potential to mitigate future challenges.
The impact of poor reading skills extends beyond academic performance. Corrections experts have drawn connections between low literacy, dropout rates, and even crime. According to Stanford University, students who drop out of high school are three and a half times more likely to be arrested than graduates. Additionally, low reading proficiency can have destructive emotional effects on children, causing great anxiety for parents concerned about their child's future success.
Furthermore, the UNICEF has raised concerns about the negative impact of lockdowns and school closures on children's reading skills, particularly in low and middle-income countries. The prolonged disruption to education has resulted in a significant decline in reading abilities, emphasizing the crucial role of early and consistent reading instruction in fostering literacy among young learners.
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Language barriers
In many countries, the language of instruction in universities is often the national language, which may not be the first language of all students. For example, in the United States, the educational system receives non-English-speaking students from diverse cultural backgrounds. Similarly, international students studying abroad may encounter language barriers if they are not proficient in the language of instruction. This lack of proficiency can hinder their ability to comprehend reading materials and express themselves effectively.
The transition from a student's mother tongue to a national language can be challenging and impact their reading skills. For instance, in Kenya, where there are two official languages and 66 local languages, children starting school are expected to learn in Swahili and English, which may be foreign to them. A World Bank-supported study in Haiti found that a significant number of students could not read in Haitian Creole or French, the languages of instruction. These language barriers can result in poor literacy and numeracy skills, affecting a student's ability to acquire quality education.
To address these challenges, it is crucial to implement multilingual approaches in the classroom. Allowing students to use their native language or providing linguistically and culturally sensitive resources can improve their academic performance. Bilingual training for teachers and incorporating early teaching in the mother tongue, gradually transitioning to the national language, have shown promising results in some countries. Additionally, universities can offer language classes or encourage students to utilize language applications and cultural activities to improve their language skills.
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![[the Happy Cottagers, or the Breakfast, Dinner, and Supper. To Which is Added the Shepherd's Boy, Reading to the Poor Widow. [a Chapbook.]]](https://m.media-amazon.com/images/I/61R7kqt4YML._AC_UY218_.jpg)
Inadequate reading instruction
Research suggests that a large number of children struggle with reading from a young age. For example, a National Assessment Governing Board study in the United States found that 38% of fourth-grade students were rated "Below Basic" in reading ability, with only 31% achieving a "Proficient" level. This early reading ability is crucial, as it forms the foundation for future learning. Dr. Reid Lyon estimates that 20-30% of school-age children have difficulties learning to read, which can have destructive emotional effects and cause great anxiety in parents.
The COVID-19 pandemic and related lockdowns have also negatively impacted children's education, particularly in low and middle-income countries, according to UNICEF. School closures meant that many children experienced significant "disruptions to education," with UNICEF estimating that up to 70% of 10-year-olds in these countries now have poor reading skills.
The consequences of inadequate reading instruction can be severe, affecting not only academic success but also increasing the risk of dropping out of school, and potentially leading to higher chances of teen pregnancy and involvement in the criminal justice system. For example, a study by the University of Pennsylvania found that girls with below-average reading skills in grade 7 were 2.5 times more likely to become teen mothers. Additionally, Stanford University research revealed that students who drop out of high school are 3.5 times more likely to be arrested, and 70% of incarcerated adults cannot read at a fourth-grade level.
Early intervention is critical to address reading difficulties. The "Reading First" initiative, part of the No Child Left Behind Act of 2001, aims to improve reading skills for students in kindergarten through grade three. This program provides early identification and intervention to prevent reading failure and ensure all children are skilled readers by the end of third grade. Similarly, the companion program "Early Reading First" focuses on enhancing school readiness skills for children aged three to five. These initiatives recognize the importance of foundational reading skills and aim to provide support and improved instruction to students and teachers.
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Poor reading skills linked to higher risk-taking
Poor reading skills are linked to a range of issues, including higher risk-taking behaviours and negative life outcomes. This is a significant problem, as an alarming number of children struggle with reading, which can have far-reaching consequences. For example, research has shown that girls with below-average reading skills in grade 7 were 2.5 times more likely to become teen mothers. The link between poor reading skills and teen pregnancy was even more pronounced among Hispanic and black girls.
Low literacy is also associated with increased dropout rates from high school, which in turn correlates with higher arrest rates. According to Stanford University, high school dropouts are three and a half times more likely to be arrested than graduates. Furthermore, about 70% of incarcerated adults cannot read beyond a fourth-grade level, highlighting the connection between poor reading skills and involvement with the criminal justice system.
The impact of poor reading skills can be seen as early as elementary school, where students who struggle with reading are at a disadvantage academically and may experience destructive emotional effects. This can create a sense of rejection and low achievement that persists into adolescence and adulthood. Indeed, many adults in the United States lack the necessary literacy skills for most living-wage jobs, impacting their employment prospects and earning potential.
The foundation for reading ability is often laid in the early grades. If students do not receive adequate reading instruction during this critical period, they may struggle with reading throughout their academic careers and beyond. Early intervention is crucial, as research has shown that prevention and intervention programs implemented before the third grade can bring most poor readers up to the average level. However, if intervention is delayed until age 9, about 75% of struggling readers will continue to face challenges into high school and adulthood.
The cycle of poor reading skills leading to higher risk-taking and negative outcomes can be disrupted through early identification, effective instruction, and ongoing support. By addressing reading difficulties at their root, we can empower students to succeed academically and make more positive life choices.
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