[Congressional Record Volume 144, Number 118 (Wednesday, September 9, 1998)]
[Extensions of Remarks]
[Pages E1656-E1657]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]


                          LITERACY IN AMERICA

                                 ______
                                 

                          HON. LEE H. HAMILTON

                               of indiana

                    in the house of representatives

                      Wednesday, September 9, 1998

  Mr. HAMILTON. Mr. Speaker, I would like to insert my Washington 
Report for Wednesday, August 5, 1998 into the Congressional Record.

                          Literacy in America

       In the course of a recent conversation I had with an older 
     Hoosier woman, she acknowledged to me, with tears in her 
     eyes, that she could not read. She told me she was unable to 
     read the local newspaper, compute the numbers in the 
     supermarket, write to her children, or read the Bible. I 
     could scarcely imagine how a person could function in today's 
     world without being literate. Yet many people do. More than 
     one out of every five Americans cannot read or do simple 
     math. That is a shocking figure with huge ramifications for 
     the quality of life for many of our fellow citizens and for 
     the country's economic and political well-being.
       Defining literacy: In years past, literacy was simply 
     defined as a person's ability to read and use printed 
     materials at a very basic level. But the increasing 
     complexity and change in today's society, along with the 
     skills demanded of individuals, has led to a more 
     comprehensive definition.
       Today, the definition of literacy most widely used in the 
     U.S. actually is not a single definition, but involves five 
     different levels of proficiency. The lowest level of 
     literacy, or Level 1, is marked by a difficulty in locating 
     an intersection on a map, completing background information 
     on a Social Security card application, or other rudimentary 
     tasks. The highest level, or Level 5, involves college-level 
     reading and writing skills.
       Literacy and employment: Over time, even as definitions and 
     measures of literacy have changed, each was largely based on 
     what is needed for gainful employment. As the workplace 
     changes, what it means to be literate also changes. Today's 
     workplace requires higher levels of critical reading, problem 
     solving, and computer skills to ensure success. Our economy 
     has become increasingly high-tech and demands higher literacy 
     and technical skills for jobs like data processing, 
     communications, and finance. A two-tiered workforce has 
     evolved, one with the literacy skills needed for the old 
     economy, and a second with advanced skills for the high-tech 
     workplace. Such a two-tiered economy would leave a 
     significant portion of workers behind, and present formidable 
     challenges to the nation.
       Literacy levels have real implications on salary levels. On 
     average those in the highest level are paid over $400 more 
     per week than those in Level 1.
       Trends in literacy: Since at least the 1980s, the literacy 
     levels of Americans have continued to slump. Ten years ago 
     one out of every five American adults age 16 and over could 
     not read and write at the most basic levels. Today, the best 
     estimate is that 23%, or 44 million adults, are at Level 1 
     literacy. In Indiana, an estimated 16% of adults are at Level 
     1, with the percentage slightly lower--about 14%--in the 21 
     counties of the Ninth District.
       Low literacy levels contribute to many other problems. Of 
     adults in the Level 1 category, 43% live in poverty. Some 75% 
     of those on food stamps placed in the lowest two levels of 
     literacy skills. People at Level 1 averaged 19 weeks of work 
     per year compared to 44 weeks for Level 5. Also, seven out of 
     ten people in correctional facilities performed in the lowest 
     two levels.
       Literacy programs: Help is available today for those with 
     literacy needs, but often it is not received because many 
     persons with low literacy levels feel they either do not have 
     a problem or do not admit to such a problem. One successful 
     way of breaking the cycle of poor literacy skills has been 
     through local family literacy programs, which include four 
     elements: adult education and employment skills, early 
     childhood education, parent support groups, and opportunities 
     for educational parent-child interaction. Studies show that 
     these family programs enable children to read much better. 
     These programs also are helpful for the whole family as 23% 
     of families on public assistance become self-sufficient after 
     successfully completing the program. These family programs 
     increase motivation and self-esteem in adults, give people a 
     chance to discuss and share concerns with their peers, and 
     allow parents and children to develop skills in a positive 
     and structured environment. Other literacy and education 
     programs in workplaces and libraries, and for non-English 
     speakers have been effective as well. Also, particularly 
     effective are programs for the incarcerated. Re-arrest rates 
     for prisoners are significantly lower if they participate in 
     an education program while in prison. Unfortunately, the 
     participation rate for such programs is low.
       Congressional involvement: Although the majority of 
     literacy initiatives are state and local, the federal 
     government plays an important supporting role. Last year, 
     Congress provided $361 million for federal adult education 
     and literacy programs. Most of these funds provide grants to 
     states, support prison literacy programs, and underwrite 
     literacy study and research initiatives. Last year, Indiana 
     received over $7 million in federal funding for literacy 
     programs.

[[Page E1657]]

       Conclusion: Currently much good work is being done to 
     address literacy in America, but the challenges are 
     formidable. The effort to improve the literacy of Americans 
     should not be limited to formal government programs. In the 
     home, parents must promote literacy skills for their children 
     at an early age. In the schools, educators must promote the 
     highest reading skills from students. In the workplace, 
     employers should provide useful opportunities for workers to 
     continually improve their basic skills.
       Clearly, too many Americans are undereducated for our 
     times. Education for all people must be a top priority in our 
     nation. The more literate a person is the less likely he or 
     she will depend on welfare or be in prison, and the more 
     likely he or she will vote and have a decent income. Access 
     to basic education is--or at least should be--a basic human 
     right. Opportunities for literacy education should be 
     available to all Americans to ensure not only improvement in 
     our economy, society, and families, but an overall better 
     quality of life. A literate nation means a better America.

     

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