A recent article puts forth a compelling argument for broadening our definition of what it means to be “literate.” Too often, he says, literacy is reduced to simply decoding words on a page - the mechanics of reading. However, if you’ve been reading my articles for a while, you’ll know that true literacy encompasses so much more than this, including interpreting meaning, communicating ideas, writing coherently, listening intently, and making deeper connections. As the author notes, literacy is very much dependent on the medium, the author's intent, and one's own experiences in making sense of a text - themes that are woven throughout my upcoming book, Holistic Language Instruction.
In the US, we have a tendency to rely heavily on standardised tests as the primary measure of whether students can “read.” Whilst these tests have some merit in assessing decoding skills, they fail to capture the deeper critical thinking and meaning-making that is essential to literacy (not to mention completely ignoring us gestalt processors). They ignore the value of group discussion, personal connections to the text, understanding historical and social context, and articulating one’s perspective. This rather reductive view of literacy permeates much of our education policy and public discourse. It leads to flawed assumptions that if a child struggles to score well on reading tests, they are somehow deficient or the school system has failed them.
However, as we know, the reality is much more nuanced. Building true literacy is a long-term endeavour requiring considerable resources. Students come from diverse cultural backgrounds which influences how they engage with texts. Quality instruction matters, but so too does providing environments where students feel safe, nurtured, and empowered to take risks in developing understanding. Under-resourced schools and systemic inequality undoubtedly hinder literacy development amongst disadvantaged student groups. But rather than blaming the students themselves, we must commit to equipping teachers and schools with what they need to help all children thrive. This includes allowing skilled educators flexibility to respond to the unique needs of their students rather than mandating rigid, one-size-fits-all curriculums.
Indeed, literacy is multifaceted and complex. Students’ abilities extend far beyond test scores. Progress requires patience, cultural awareness, a supportive community, and a deeper vision of what reading makes possible. The goal should be fostering not just technical skills but empowering students to think critically and spur social change. With concerted effort, our education system can achieve this richer version of literacy.
The AutSide is a reader-supported publication. To support my work, consider becoming a paid subscriber.
The problem with how we discuss literacy
The problem with how we discuss literacy
The problem with how we discuss literacy
A recent article puts forth a compelling argument for broadening our definition of what it means to be “literate.” Too often, he says, literacy is reduced to simply decoding words on a page - the mechanics of reading. However, if you’ve been reading my articles for a while, you’ll know that true literacy encompasses so much more than this, including interpreting meaning, communicating ideas, writing coherently, listening intently, and making deeper connections. As the author notes, literacy is very much dependent on the medium, the author's intent, and one's own experiences in making sense of a text - themes that are woven throughout my upcoming book, Holistic Language Instruction.
In the US, we have a tendency to rely heavily on standardised tests as the primary measure of whether students can “read.” Whilst these tests have some merit in assessing decoding skills, they fail to capture the deeper critical thinking and meaning-making that is essential to literacy (not to mention completely ignoring us gestalt processors). They ignore the value of group discussion, personal connections to the text, understanding historical and social context, and articulating one’s perspective. This rather reductive view of literacy permeates much of our education policy and public discourse. It leads to flawed assumptions that if a child struggles to score well on reading tests, they are somehow deficient or the school system has failed them.
However, as we know, the reality is much more nuanced. Building true literacy is a long-term endeavour requiring considerable resources. Students come from diverse cultural backgrounds which influences how they engage with texts. Quality instruction matters, but so too does providing environments where students feel safe, nurtured, and empowered to take risks in developing understanding. Under-resourced schools and systemic inequality undoubtedly hinder literacy development amongst disadvantaged student groups. But rather than blaming the students themselves, we must commit to equipping teachers and schools with what they need to help all children thrive. This includes allowing skilled educators flexibility to respond to the unique needs of their students rather than mandating rigid, one-size-fits-all curriculums.
Indeed, literacy is multifaceted and complex. Students’ abilities extend far beyond test scores. Progress requires patience, cultural awareness, a supportive community, and a deeper vision of what reading makes possible. The goal should be fostering not just technical skills but empowering students to think critically and spur social change. With concerted effort, our education system can achieve this richer version of literacy.
The AutSide is a reader-supported publication. To support my work, consider becoming a paid subscriber.