What Life Would Be Like If You Couldn't Read: The Crisis of Literacy

This sermon requires a little bit of congregational participation. Please read this, out loud:

I CAN READ

Now this:

R NCA RDAE

Pretty hard, isn't it? This is what it is like for millions of Americans adults and children. Imgaine picking up the newspaper and not being able to read it. Imagine not being able to read directions. Imagine not understanding how to fill out a job application. Imagine praying to not be called on in class. Imagine feeling relieved that the teacher learns to dismiss you, as the year goes on, thinking you have a bad attitude. . . because you can't read.

This is what life was like for Mark, who at 46 years old, and could only write words that he had memorized. In other words, he could only write his name, address, and specific terms needed for his job. Whenever he was asked to read, he would say that he didn't have his glasses with him.

Sharon, who had been promoted all the way through high school without ever passing a reading or writing exam, couldn't fulfill the duties of her job, which required her to update her tasks on a computer at the end of her shift as a hotel cleaner.

Literacy statistics in this country are startling. In Texas alone, approximately 27-28% of adults are not considered literate. In San Antonio, according the San Antonio Youth Literacy, 15.1% adults in San Antonio are illiterate. The adult illiteracy rate in our town is higher than that of the state, and is the second highest illiteracy rate among major Texas cities.

In the United States, 37% percent of American fourth graders read below the grade level. The American Council of Life Insurance reports that “people with less than 6 years of schooling are 4 times more likely to be receiving public assistance than those attaining 6 years or more.”

The drive to promote literacy has resulted in a number of national, and state-wide programs and Acts. The National Literacy Act of 1991 defines literacy as, “ an individuals ability to read, write and speak. . . .as well as compute and solve problems at levels of proficiency necessary to function in the job and in society to achieve ones goals, and develop ones knowledge and potential.” The Texas State Plan for Literacy defines literacy as, “ being able to use printed and written information to function in society, to achieve one's goals, and to develop one's knowledge and potential.”

Judaism values education. In reality, Judaism demands and commands that we become literate-not just in Jewish knowledge, but being able to function in the world, with all the skills necessary. In Talmud, we learn, “"No one is poor except one who lacks knowledge. A person who has knowledge has everything. A person who lacks knowledge, what has she?" Maimonides, in his treatise Hilchot Talmud Torah, wrote, “any city that does not have a school in it shall be cut off from all contact until they find a teacher for the children.”

As one who loves to read-everything from fun novels, to serious non fiction, and everything in between, I know my Jewish values contributes to my disbelief and horror that there are so many people who have never enjoyed a quiet, rainy afternoon with a wonderful book! As Moses Ibn Ezra wrote, in the middle ages, "A book is the most delightful companion... An inanimate thing yet it talks... There is in the world no friend more faithful and attentive, no teacher more proficient... It will join you in solitude, accompany you in exile, serve as a candle in the dark, and entertain you in your loneliness..."

Being functionally illiterate, of course, means more than not being able to enjoy a book. It is restricts travel, and therefore work opportunities. It disallows people from moving forward, or even creating, a meaningful career. It is no surprise that the significant number of children who read seriously below grade level are from poor families, whose parents are likely to be functionally illiterate. A moment ago, I told the story of Sharon, who, because of her newfound skill, now trains people at work. Toneika is another story of success. Because of her persistence, her literacy enabled her to obtain her GED, and become a nurse's aide.

Please take a moment to think about how much you read--just today. From the newspaper, to the ticker on the television screen while watching the news, to street signs, to directions to a location, to your email . . for children and teenagers, perhaps something on the computer, or a homework assignment . . . just the simple, every day actions that we take for granted, do not exist for so many. These skills seem so simple-but with them, the world is, to use the pun intentionally, an open book, filled with possibilities.

The National Jewish Coalition for Literacy, as its' introduction to their mission statement, writes, “ There is an injustice in America today, an injustice that causes incredible waste of human potential. The name of that injustice is illiteracy, and the brutal fact is that fully 40% of third grade children in our country cannot read at grade level. But the exciting fact is that we know how to right this wrong -- and that is exactly what is starting to happen across America. If the American Jewish community, with its extraordinary level of literacy and its proud tradition of voluntarism, cannot play a central role in remedying the injustice of illiteracy, then our nation is in trouble.”

As a community that truly embraces learning, and cannot imagine the world without the beauty of text and reading, we must act. I have a number of ways in which we can help:

1. Participate in the National Jewish Coalition for Literacy -- The NJCL is the Jewish community's vehicle for participation in the Department of Education childhood literacy initiative known as the America Reads Challenge. Begun in 1997, the NJCL has pledged to mobilize 100,000 Jewish volunteers as part of the national effort.
2. Public Schools -- Many local public schools use volunteers to read to small groups of young children, or to read or tutor one child on a regular basis (i.e. once a week). This can be a fairly demanding time commitment -- many programs ask that you commit to a semester or yearlong experience. To find out if there's a suitable program near you, call the school superintendent's office, or perhaps the principal of a particular school
3. Local Public Library -- Too often we overlook resources right in front of us. Local libraries will almost always have some sort of childhood literacy programs in place, and will doubtless be more than happy to discuss ways in which you or your group may participate in these efforts.
4. Community Centers and Homeless Shelters -- Many sites that cater to those in our communities that are most impacted by poverty have great needs for help with the children that come through their doors. Volunteering might mean reading to a young child, donating (and/or collecting) gently-used books, or helping with homework.
5. San Antonio Youth Literacy-This organization provides opportunities to tutor students through the “Let's Read” program.

The non profit organization Literacy Volunteers of America estimates that adult reading scores improve approximately one grade level with 35-45 hours of tutoring-what a small amount of time to give to help improve someone's quality of life!

Reading, and having basic skills to function in this world, are vital, and we can help make a difference. May we be inspired to do help others, and create a more functional, successful world.

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