Literacy News

VISUAL LITERACY IS IMPORTANT

by Literacy Volunteers and Advocates on 01/20/12

Tutors may be working with learners struggling to learn phonics and sight words, but visual literacy also matters. Being able to interpret graphs, charts, maps and photographs can be just as important for learners.

That was the message delivered by Marcia Harrington, manager of the Adult Literacy Resource Center at the Martin Luther King, Jr. Memorial Library, at a workshop on visual literacy sponsored by the Adult Education Professional Development Center, a collaboration among DC LEARNs, a coalition of literacy organizations serving Washington, DC, the DC Public Library and OSSE (Office of the State Superintendent of Education).

Ms. Harrington made the point that many learners, even those who are seeking to improve their basic literacy skills, are interested in obtaining a GED. "When I've talked with GED teachers, they were very surprised at the number of graphics on the GED test," she maintains.

Ms. Harrington's own examination of GED Practice Tests discovered that a majority of the questions on the Science test involve graphics such as tables, charts, and topographical maps. Nearly one-third of the questions on the Social Studies test involve graphics, including the interpretation of pictures and cartoons that demand historical knowledge. The GED math tests also include a number of graphs and charts.

Not every learner may be interested in the GED but even knowing how to read a Metro subway map, a weather map, or a process chart detailing the assembly and use of a new kitchen coffee maker can be useful. Lower level students may find exercises on determining directions on maps to be very useful.

"There are so many visuals in our cultural environment. Try to use graphics in which there is a relationship to a student's life, particularly if he or she is a beginning level learner," advises Ms. Harrington. Remember the learner needs to know the vocabulary that explains what is being portrayed. Skills such as reading a road map may need to be taught and retaught before a student achieves comfortable familiarity with interpreting a map.

Ms. Harrington distributed "The Seven Steps to Reading a Graphic" that can help LVA tutors to more effectively teach their learners about reading and interpreting graphics.

Tutors should press their students to: 1.) identify the format and why it is being used as opposed to other formats; 2.) study the title to learn the main purpose of the graphic; 3.) interpret the text and labels of the graphic to determine its components; 4.) ascertain whether the components of the graphic are identified by specific symbols, patterns, or colors and to determine what any abbreviations stand for; 5.) determine what is being measured or, in cases of cartoons, photographs, or process charts, being portrayed; 6.) answer several questions about the graphic; and 7.) review the total graphic to see if the first impressions still correspond with the conclusions after intensive study.

Why Adult Literacy Matters

by Literacy Volunteers and Advocates on 11/14/11

A recent report in The New York Times by education reporter Sam Dillon noted that the reading scores of U.S. students are lagging. David Driscoll of the board governing the National Assessment of Educational Progress (NAEP) conceded that only "modest improvements" have been made in reading scores over the last two decades.

Just under 30% of fourth-grade students were deemed proficient in reading by the NAEP twenty-one years ago. Now, 34% are considered to be proficient. Math proficiency increased noticeably among fourth graders during the same period.

Given the increasing understanding by informed citizens and policymakers that academic achievement is needed to ensure parents will be able to support their families by holding jobs that pay decent wages, the results suggest a grim future for too many children.

Why do children still lag behind in reading?

Not only is reading instruction considered to be uneven in quality in the schools, but the article notes the link between how well parents read and its impact on their children.

It matters if parents read to their young children. Also, it is important that children read on a consistent basis outside of school.

Dillon quotes Sharon Darling, founder of the National Center for Family Literacy, who expresses disappointment in the lack of progress made by fourth graders in reading over the past two decades. But Ms. Darling is not surprised. "Children spend five times as much time outside the classroom as they do in school, and our country has 30 million parents or caregivers who are not good readers themselves, so they pass illiteracy down to their children."

LVA instructors and tutors impress upon parents who are adult learners the importance of having their children read to, and they urge parents who are improving their own reading to read to their little boys and girls. Families should visit public libraries together and on a regular basis.

If children have reading problems, adult learners who are parents should move quickly to make sure their children receive extra instruction.

The NAEP's results are disheartening. And many LVA learners know from experience that there is a severe price to pay in this demanding job market for being poor readers.

The NAEP's results for reading should be a wake up call to parents and public officials that we need to do more to improve literacy. And doing that starts with making sure more adults are better readers.

Support LVA on Give to the Max Day, November 9

by Literacy Volunteers and Advocates on 11/07/11

On Wednesday, November 9, old and new supporters and community members will have a chance to support LVA on one of the biggest events in online fundraising in the DC Metro area. Give to the Max Day: Greater Washington is an online giving event hosted by Razoo.com. Incentives are provided for the nonprofit with the greatest number of donors, or the greatest number of dollars raised in various categories. LVA hopes to use this even to raise funds for our classes and acquire some new donors.

Here's how you can help us out:
1) Starting at 12:01 a.m on Wednesday Nov. 9 until 11:59 p.m. Wednesday night, visit our page here and donate whatever you are able (minimum $10, but every dollar counts!) to help us achieve our fundraising goals.

2) Help us win an extra bonus award from Razoo by donating between 5:00pm and 6:00pm on Wednesday. The nonprofit with the most donors each hour can win a Golden Ticket! If you're not free during this time, don't worry--there are other benefits and awards we can get from having donors all throughout the 24 hour period.

3) Spread the word! Visit LVA's facebook page here and become a fan if you're not already. Share our Give to the Max page with your friends by posting the link on Facebook or Twitter or sharing in your own way. Most of all, help us tell the story about adult learners who need literacy education. Sharing stories is the best way to get the word out!

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