By: Maisha Hasan, Local Journalism Initiative Reporter, Burlington Local-News.ca
Dried-out whiteboard markers and frog dissections are the stock-in-trade of the modern classroom. Now, so are the staggeringly low reading levels.
In an assessment by the Canadian Children’s Literacy Foundation, it is estimated that one million Canadian children under the age of 15 have below-grade-level literacy skills — roughly one in eight kids.
Though this particular report was from the pandemic era, the numbers don’t surprise educators like Terrence Bishop, a veteran of 26 years in teaching high school English at Waterdown District High School (WDHS). For Bishop, they echo an issue that has weighed on the minds of the entire English department.
“Kids cannot read at the same level that they used to. When I was in Grade 12, I was reading Charles Dickens, and there is no way the average kid could do something like that today.”
Bishop continued, “Most kids are still reading, but they definitely have to read at a lower level.”
Like many other high schools in southern Ontario, the WDHS English department has incorporated readings with less emphasis on higher-level vocabulary and comprehension to accommodate the lower literacy level.
Even Shakespeare, which has been considered mandatory reading for decades, is now at risk: it is being debated whether Shakespeare’s works should be dropped from the curriculum.
“If they can’t read it, why would you force it on them? It’s very difficult to teach [a high school student] to read better at that point. It is sad, but it is the reality,” Bishop said.
Bishop partially credits the inability, or even the lack of desire, to read to technology and social media, which he sees as one of the main culprits in these conversations.
“[Social] media is so immediate, whilst reading takes work. Instant gratification is almost human nature, and then it kind of spreads through the generations. If parents don’t instill love for reading, then the kids might not have it, and then it perpetuates through the generations. It is tough [to pin down], but banning phones will not solve it,” Bishop said.
In high school, a teacher can really only hone a student’s literacy skills. Basic reading comprehension and enthusiasm have to be forged during the earlier, more developmental years.
“A love for reading happens in elementary school — but it is hard. Classes are so big,” Bishop noted. “Some students have so many individual problems. Honestly, I think there needs to be major money invested in reading programs that intervene at quite young ages.”
Reading programs, at least at libraries, are still up and running. However, Lita Barrie, CEO of the Burlington Public Library, thinks there is more that could be done.
“As a country, we have historically done really well in the early learning areas, getting kids ready for reading and learning how to read, but it’s really the enjoyment of reading and interest in reading that keeps that as a lifelong passion,” said Barrie.
Barrie has been working within the library system for twenty years now, holding an education in library sciences, and has examined how different generations learn to read in her various roles as a children’s library manager, and now, CEO.
Barrie echoed Bishop’s concerns about our modern world: the newest generation possesses access to technology at levels and types previously unseen.
“I’ve seen an increase in the digital world through the availability of technology, pervasiveness of social media, online videos, and video games — so many ways to hold our attention,” Barrie continued. “I think it’s a much busier landscape in terms of kids’ interests.”
Similar to school boards, the library is always looking for ways to incorporate newer and more diverse programs and books to get kids’ attention and bring families into their local branch.
“There is really interesting data that shows that for families, if you want to give your child the gift of a lifelong love of reading, using your public library is a great tool,” Barrie said.
Like many libraries, Burlington Public Library hosts a summer reading program that encourages kids to read, with prizes to be won and multiple draws throughout the summer.
“Every year, as part of that program, we survey at the end of it. This year, 99% of those parents and kids who responded to the survey highlighted that they felt like their reading skills improved or were maintained by participating in the program,” said Barrie.
The incentive of prizes may not carry a love of reading into the later ages of 13 and 14 years and older, though. And the responsibility also lies in the hands of parents, as Bishop noted. After all, there is only so much public institutions can do.
‘There are some simple actions that can have a profound effect on a kid’s interest and engagement in reading. Having books in the home or observing a parent read, especially the act of seeing a physical book on your coffee table and seeing a parent or an extended family member pick up that book, that newspaper, that cue a kid can imitate,” said Barrie.
In regard to the ongoing debate about literacy rates and whether we are heading toward a society that simply does not read, Barrie remains hopeful.
“I don’t know anyone who works in libraries planning to give up. We see the magic that happens every day when a kid is excited about something they’ve read. Then, at the other end of the lifespan, we see so many seniors who, after an often busy adult life and careers and busy times raising families, really embrace and rediscover reading in their retirement, and what huge enjoyment it brings for them. Knowing what an incredibly valuable asset reading is for enjoyment, across our lifespans as human beings, I don’t think it serves us as a society to kind of throw up our hands, look at social media and say ‘off we go!’” said Barrie.
For more information on Burlington Public Library and the various reading programs they offer, visit their website.
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