nly be reversed through diverse, across-the-board measures. These measures include: stiffer graduation requirements, periodic progress testing, tougher college admission standards, longer school days and years, and better teaching salaries.
However, some authors disagree with this across-the-board approach, pointing out that when illiteracy statistics are examined, it is found that the majority of students have distinct demographic characteristics; for example, illiteracy among public school graduates has been found to be especially high among limited English speakers and college athletes. , Because of such findings, many feel that a more viable solution to handling the problem is, therefore, to develop and implement programs especially geared for these at-risk student groups.
An example of one program targeting at-risk populations is the 310 Project, Learn to Read Program which was evaluated by Appelson. The program was designed to teach reading to functionally illiterate and limited English speaking (LEP) adults using a variety of instructional strategies and teaching techniques.
Participants included two groups. One group consisted of American-born adults who had basic oral competency but had failed to acquire literacy skills, while the other group (LEP) had limited experience with the educational system, did not use the Roman alphabet, or lacked adequate comprehension skills and strategies.
More than 50 persons from both groups were taught in classes carried out through three cycles. A variety of approaches were used, such as language experience, assisted reading, sustained silent reading, tape recorder, personal dictionaries, commercial material, newspapers, individualized reading material, pairing/peer instruction, group activities, and games. Instruction was provided by instructors and on a one-to-one basis by volunteers. Instructors, volunteers, and counselors provided a supportive environment. Based o...