Sliding reading scores in Alberta are no surprise
Re: “Alberta reading scores slide in international study,” Dec 12.
This recent article has opened up a discussion surrounding why Alberta students have fallen behind in international rankings in literacy. While some seemed shocked by this, many of us in education are not surprised; the good news is that there are solutions to the challenge of raising literacy levels, and they’re not that difficult to implement.
Canada’s (and Alberta’s) demographic landscape has experienced a rapid shift over the past 20 years as we turn to immigration as a key strategy for our human resource needs, and it’s a trend that’s only going to grow. In fact, Immigration Minister Jason Kenney recently announced heightened levels of immigration to Canada in the near future to fill the shortfall in our skilled labour force.
Many of these newcomers arrive with only basic communication skills in English. They are generally young families, or couples who will have their children in Canada; whatever the case, these youngsters generally arrive in kindergarten with only the beginnings of English language proficiency in place.
Reading comprehension and developing academic literacy is a gradual, protracted process that depends most significantly on understanding the meanings of words. It takes young children who are in the early stages of learning English many years to close the vocabulary gap.
Early literacy instruction needs to take a balanced approach that takes into account both basic decoding skills and vocabulary learning. Emphasis must be placed on both reading and writing. Ongoing, direct instruction of curriculum content with a language learning focus is the key in upper elementary grades through to high school for many students. Metaphor, imagery, symbolism, technical language, specialized uses of common words, low frequency and rare words all must be mediated for second language learners. This can be accomplished simply through engaging children in active manipulation, transformation and the regular practice of increasing vocabulary by learning more and more words.
Instructional decisionmaking needs to be data driven: Alberta Education as well as school jurisdictions have access to large and complex databases that include reading and writing scores at grades 3, 6 and 9 (provincial achievement tests) and Grade 12 diploma exams; funding codes for English as a second language, and demographic information for all K to 12 students. These data must be analyzed and understood in light of the shifting and complex demands placed on today’s teaching force, then translated into classroom practices that have tangible impact.
Education must refocus on providing all students with skills, strategies and tools for high levels of literacy required today for participation in advanced learning and work settings that involve problem solving, critical thinking, creativity and innovation. None of this is possible without strong reading and writing abilities.
Indeed, there are many native English speaking students who also have this instructional need: Facebook, the Internet, texting, computer games, organized sports and long rides on school buses all compete for their time. Teachers are overwhelmed with the demands for personalized learning, benchmarking (ESL), technology infusion, the new framework for curriculum renewal, authentic/ alternative assessment, project based learning, group work, inclusion and differentiated instruction for a host of different learner profiles present in the mainstream classroom. It is not uncommon to find class sizes of 29 youngsters in upper elementary classes, with diverse learning needs — the vast majority of whom are still developing English language proficiency.
Canada (and Alberta) faces a literacy crisis at all ages K to 12. Classroom practitioners must refocus educational attention on supporting especially the transition from early literacy to academic literacy development in Grades 3 and 4 and follow through to Grade 12. Strategic reallocation of funding to direct more resources to the classroom becomes key to the success of raising reading and writing scores. More funding in and of itself will not bring about the desired changes; accountability measures must also be in place.
Raising the level of literacy in Alberta, which will inevitably result in higher and better test scores, will require the combined ef- forts of teacher preparation programs at Alberta’s universities, the Alberta Teachers’ Association, Alberta Education and school jurisdictions large and small, urban and rural. Failure to address academic literacy development imperils a generation of students who increasingly must be able to achieve and perform at high levels in order to realize their potential in a competitive, sophisticated, connected global community.
It is not a question of ability, but one of opportunity to learn what is needed. Canada is fortunate to attract the world’s brightest and best who want to make their full contribution to a quality of life that is still the envy of the world and it is our duty as educators to ensure the success of all of our children.