You Can Make a Difference

There are millions of Canadians who could benefit from literacy courses and many courses are available for them across the country. But only about two per cent of people with low literacy skills are registered in literacy programs. And only about 10 per cent of people with poor reading and writing skills are interested in taking literacy courses. With your support and encouragement, more people with low literacy skills may join literacy training programs.

Community agencies which serve people with low literacy skills can be the vital link between the programs and the people who could benefit from them. Agency workers and volunteers can encourage people with low literacy skills who use their services to learn to read and write better.

It is important to treat people with respect, of course, regardless of their ability to read and write and whether or not they are interested in improving their literacy skills. The reasons why people can't read and write well are their own business. Fear is often one reason why people don't want to improve these skills.

Fear of learning

For many adults who cannot read and write well enough to handle the things they come across each day, school is a distant, bad memory. If illness or an unsettled home life kept them from school and learning, they may have fallen behind their class mates and never managed to catch up. The same thing could happen if they had to change schools often, or if they had a learning disability that wasn't dealt with. All these things can make people afraid of trying to learn again.

Anyone can learn. People with learning disabilities may need to follow special courses to make best use of their skills. Older people may need and want to take more time for each step of learning. Workers may want to study the kinds of books and manuals that they are likely to have to use on the job. And people generally want to read and write things that are of interest to them, things they know and understand. Literacy courses can deal with these different needs.

People want to learn for many different reasons. For young people, work may be the most important thing in their lives. Parents may want to improve their skills to help their children. Ex-offenders may want better literacy to build lives that don't include crime. Quality of life is important for many elderly people. They finally have the time to do the things they want to do. Reading and writing can help them accomplish their goals.

When you get to know someone who uses your services and know that the person's poor reading and writing skills are causing problems for them, you may want to bring up the idea of taking a literacy course. When you do, emphasize the positive. Talk about how much the person has already accomplished and how, with reading and writing skills, the person could do even better. Let the person know that you respect them and their abilities and that you believe in the person's potential.

Taking down the walls

Fear and embarrassment can make people put up walls to block out your suggestion. Beneath their denials and excuses, you can hear some of the reasons they really don't want to take a literacy course.

“I don't have a problem.”

When people say, “I don't have a problem. I just don't bother.” they may be embarrassed to admit that not being able to read and write well limits the person's life in ways that are troublesome.

• Tell the person that you know many people who have trouble reading and writing. The person is not alone.
• Point out that other adults take courses to improve their skills. Talk about how learning to read and write is wonderful. Mention some people you know who have taken courses — Paul, Claudette...
• Stress that it is never too late, that anyone can learn, at any age.

“I get along all right.”

When people say, “I've gotten along just fine up to now,” they may be uncomfortable talking about the subject and want to get away from you and the idea of tackling the problem at long last.

• Recognize that the person has done really well in getting around the problem. Ask how the person has done it.
• Mention that there are lots of different kinds of courses around. People can learn on their own if they want, or they can work with a small group of people. And literacy courses deal with subjects that are really interesting.
• Ask if there are any times when not reading and writing well is a real problem. Suggest that the person could learn to read and write just for that reason.

“I'll never go back.”

When people say, “You'll never get me back into a school,” you can be sure that the person remembers school and that the memories are not good.

• Talk about those memories. Ask what schools the person went to and what happened there. What are the person's fears?
• Explain that things are different for adults learning to read and write. It's all very relaxed. They treat people like adults. You have a say in what you learn.

“It's too late.”

When people say, “I'm too old to go to school,” it is important to deal with their concern.

• Give examples of other people the person's age who have taken literacy courses.
• Get the person to talk about goals, plans, dreams, and the things the person could do if reading and writing weren't such a problem.
• Point out how the person's life, perhaps their retirement years, would be even better.
• Find out whether the person has recently learned something new. Talk about that experience. Find out if the person enjoyed it.
• Invite the person to try, to take a chance.