Help for 73,000 illiterate adults

Editor’s note:(This editorial first appeared in the Lexington County Chronicle June 13, 2013)

How many illiterate adults do you know? How many who can neither read, write nor even count change? What if you were in the same fix? Imagine what your life might be like — filled with shame that even your children are learning skills that you don’t have. You can’t help them with their homework, or  read the Bible, as many of the learners we work with in the Turning Pages tutoring program are motivated to do. Adults who struggle with reading are among an estimated more than 27,000 Lexington County residents — 10% of the county’s population.

They are not alone. Richland County has 46,000 adults who read below a 6th grade reading level. That’s 12% of Richland’s population. In all, 73,000 functionally illiterate adults live in our two counties and studies indicate that  19% or more of the population are below this threshold, in parts of the Midlands. Functional literacy is the ability to read, write and speak proficiently in English, use technology, solve problems, be a life-long learner and effective in  life.

Illiterate adults are not stupid. Many have learning disabilities that make it difficult for them to read and write. Many have mastered skills the rest of us would find daunting. Some are like the short order cook who holds a dozen orders in memory and prepares them without being able to read written orders from the wait staff. Or the driver with a perfect on-time delivery record who cannot read the addresses on the packages he handles. But he can follow a map and his spatial memory is exceptional.

Last week, 60 public-spirited people came together for our first Reading Between the Wines dinner, hosted by Main Street Cafe owner George Trifos and Palmetto Wines & Spirits owner Sandi Patel. The dinner raised almost $1,500 to help Turning Pages tutors make a difference in the lives of their learners.

At the Chronicle, we were happy to be among the dinner’s sponsors with the West Metro Rotary Club, Lexington Young Professionals, AGG Advisers and Pine Press Printing. We hope to arrange a similar fund-raising dinner soon.

9 Ways to Help the Literacy Movement

People reading below the 4^th grade level are at an extreme disadvantage. They cannot fill out employment applications and cannot read or write well enough in today’s challenging job market to qualify for more than the most menial, low-paying jobs.

Research indicates 10% of Lexington County’s population and 12% of Richland County’s are in this fix. That’s more than 66,000 peoplle — more than 1 in 10 of us. This places a huge burden on 66,000 people, their families and the rest of us.

Many of them are permanent wards of the state. Our taxes keep them alive. This deprives us of capable employees who work, support their families and contribute taxes to pay for the services local, state and federal agencies provide.

Turning Pages’ mission is to teach these unfortunates to read and write so that they can qualify for better jobs and join the rest of us  as responsible citizens in caring for our families.

Our small team of volunteer tutors, even smaller volunteer board of trustees and tiny administrative staff tackle the formidable task of teaching people to read, write and other needed life skills.

We clearly need your support. Here are nine ways you can help:

1. Volunteer to tutor adults. We will teach you to use your own skills and the Laubach method as a tutor at our learning center in Columbia near Richland Mall and in available space in libraries and other places of public accommodation in Lexington and Richland counties.

2. Persuade illiterate adults to learn to read. Many of them are ashamed of this and strive daily to hide it. But their families usuually know the truth. If you know someone who needs our help, please encourage them to contact us.

3. Donate to Turning Pages. A fully tax deductible gift of as little as $100 will pay for the materials a learner needs to learn to read and write. You can easily make a donation with your credit card at our web site.

4. Invite us to give a program for your group. We speak to many church, civic and community groups about the needs of illiterate adults. You will find it a moving and informative program that will interest and excite your members and spur a few of them to become involved in this worthy cause.

5. Attend our fundraisers. Our next fundraiser, “Reading Between the Wines,” is a 5-course gourmet wine dinner at 6 p.m. Thursday, June 6, at Main Street Cafe in Lexington. Advance reservations at $100 a couple are required.

6. Hold a yard sale fundraiser. Invite your friends and neighbors to clean out all that stuff cluttering their attics, basements and garages and sell them at a central location. Let shoppers know that their dollars are going to our Turning Pages literacy movement.

7. Start a collection jar. Put a small sign on it letting people know you’re collecting for literacy. Put it on your counter, your desk or in your break room at work. Suggest people donate their loose change.

8. Hold a bake sale and/or raffle. At your next event, invite your members to donate home-made items such as breads, cakes, jams, jellies and pies to raise money. Also ask them to donate no longer wanted items to a raffle and sell tickets.

9. Write a letter to the editor. Let the readers of your local community newspaper know about the pressing need to help those who cannot read. If you need facts for such a letter, you will find them on our fact page here, or give us a call at 782-1210.

Thank your for your encouragement and support.

Learning About Adult Literacy: Literacy and Healthcare

As an aside, this is my first post here at Turning Pages as a contributor, and I wanted to begin with the admission that I knew/know little of adult literacy in America. I mean, I have always known that it is a “problem” in the abstract sense: people should have the ability to read, of course. And I could, vaguely, understand the link between social status, economic standing, race, and illiteracy. It made sense, even if I had not put much thought into it.

I found that I exemplify one of the most interesting facets of the adult literacy “situation” in America. We often assume that because someone “functions,” because someone “gets” by in a world driven by reading and writing, by text, that they are literate (in the traditional sense of being able to read English text). But (as I found out during my initial research), this sense of operational contentment sort of breaks down when an illiterate individual has to face some sort of medical emergency or financial trouble. Then, these individuals run into problems with insurance, with prescriptions, and with following treatment instructions. I found that this is not just the case for what I had deemed as “illiterate” adults. In my view, illiteracy meant that you cannot read, Period. But my research has illustrated various forms and ranges of illiteracy. So an individual who gets by with reading particular documents or signs (road signs, for example) can still very easily make a mistake in regards to interpreting healthcare documents and instruction.

I also found that, to a certain extent, the rest of us are allowed to think about it as “their” problem: if they get along, great. If they can’t read, it isn’t a big deal. What does it mean to the rest of us that a small cross-section of our population doesn’t read? We need to complicate this view. Academic Journals such as The Journal of Internal Medicine and The Journal of Learning Disabilities feature articles confronting this issue, with more than one author referring to it as the “crisis of health literacy.”

It goes like this: adults with little or no appreciable skills in reading or writing have continued into advanced age with the help of other parties (a spouse, children, other family friends) who can read. When the support system for some reason is removed from the situation, or when the individual finds themselves confronted by a situation that involves reading or interpreting documents or instructions without the help of others, mistakes are made. In the case of the elderly of those who require intensive medical care, the inability to read instructions or fill out forms is a huge gap: not only does that adult have no way to communicate with the faceless doctor or medical institution behind that document, they may have no way to reach out to others for assistance.

This, in turn, becomes an issue for everyone. The inability of those who cannot read to interact productively with healthcare providers and insurance companies costs the healthcare industry billions of dollars by way of unnecessary emergency treatments. Those who could avoid specific treatments or symptoms often do not when they are unable to read instructions or communicate effectively with their healthcare provider. Furthermore, those with emergency illnesses or injuries who visit emergency rooms often leave with written instructions regarding how to treat wounds, ingest medication, and handle foods and liquids that they cannot read. Inevitably, these people return to the hospital or their doctors for further treatment of the same illness or injury to compensate for their inability to remember or understand their own healthcare documents.

My first questions regarding adult literacy encountered, overwhelmingly, this issue of healthcare. And, obviously and unfortunately, this problem does not go away unless we address both our educating practices for our youth as well as offer services to those who have already entered adulthood without the skills necessary to navigate institutions they rely on for their health and well-being.

This is why organizations such as Turning Pages need support, through donations or volunteers: there are people who want help, who want to learn how to help themselves. But they cannot do it on their own, and more often then not they cannot do it with the support system they have. And it is not just a problem “out there:” adult illiteracy is an issue that affects us all. Educators and tutors with adequate funding and support can commit themselves to helping adults gain the proper skills to be able to go to the hospital, to follow medical instructions, and to take care of their own health and wellness.

Always Leave ’em Laughing

D. Cameron is an intriguing combination. He’s an educator — and a stand-up comic. If you think teaching school is tough, you just haven’t encountered a demanding and sometimes hostile comedy club crowd. He will perform at the Clarion Hotel’s Comedy Zone in a fund-raiser for Turning Pages, the literacy tutoring program at 8 p.m. Saturday, Feb. 16.

 In this interview with Turning Pages board member Jerry Bellune, he tells all — or mostly all. Comics keep a few secrets.

Q. What attracted you to comedy?

A. I decided to become a stand up comedian after I graduated from The Ohio State University. After numerous, unsuccessful job interviews to become an advertising professional (my college major), I said to myself, “Why not now?” So I started doing open mike nights in Dayton, OH, and the rest is what you see now.

Q. Who were your early influences and how did they prepare you for performing?

A. I really enjoyed, and still enjoy, watching a variety of comedians. Bill Cosby, Richard Pryor, Robin Williams, Sinbad, Billy Crystal, and Daymon Wayans.  I didn’t really listen to what they were saying, I watched how they controlled their performance with stage presence. It’s kind of like, if the audience senses that you are confident in your ability, they will be more comfortable with you.

Q. What about your experiences in teaching in the classroom?

A. I started substitute teaching when I moved to Charlotte, N.C., in 1998. I subbed for about four years before I decided to get a full-time job with Charlotte-Mecklenburg Schools. I started in ISS (In School Suspension). I did that for three years.  I was about to go back to stand-up comedy when a principal from another school talked me into coming to her school as a BMT (Behavioral Modification Technician). She said that she needed my help to curb the unruly behavior in her school. My job was to “handle” the kids that constantly caused trouble. I was very good at my job. I started an exercise program at the school as an alternative to out-of-school suspension. I also tutored kids in subjects that they were struggling in. If a child doesn’t understand what’s going on in class, they become disruptive as a way to be removed from that class. They would rather be looked at as “bad” than “dumb”. I did that for about five years.  Then comedy called, so I answered.  I still substitute teach when I’m at home.

Q. What have been some of the humorous experiences you had in education?

A. I was the defensive coordinator for our football team. A boy named Raequan was one of my defensive ends. We played eight games. In six of the games I called him Daequan, because I thought that was his name. I would scream “Daequan” during the games to tell him to move around the defensive line.  No one told me his real name. He answered to it so I kept calling him by it. At our 7th game we were undefeated and his father was on the sideline with us.

As I started hollering his name, our head coach came over to me and said “Coach, his name is Raequan and his dad is standing right next to you.”  I turned to him and said, “I’m sorry, I thought that was his name. I’ve been calling him that all year.” I started calling him by his real name for the rest of that game. We lost.  Afterwards his father came up to me and said “You can keep calling him Daequan.”  We won our last game.

Half way through my first year as a BMT, I answered the call of a teacher for an unruly student. As I walked into the building, I could see the student being very disrespectful in what he was doing and saying.  As I got closer to them, the teacher looked at me and smiled. The student, whose back was turned towards me, stopped, dropped his head and said, “ He’s standing right behind me, ain’t he?” She nodded. Without turning around he said, “I’m sorry for being so disrespectful to you just now. Can I please stay in class instead of going with him.”  I smiled to myself, because, in just a half of a year, I made kids actually want to stay in class. I still kept in touch with that student. He’s a high school graduate and now he is in art school.

Q. How about humorous experiences as an entertainer?

A. As an entertainer, just about every night is humorous. Audience member say funny things. Comics are escorted off of the stage for being drunk and bad mouthing the comedy club and its managers.  One time a comic challenged an audience member to be funnier that him. Bad move. He lost. Very funny.  One night people threw money on stage for every funny thing I said, like I was a stripper. I collected about $150. I gave it to the wait staff.

Q. What advice would you give anyone interested in becoming a stand-up comic?

A. My advice to someone interested in becoming a comedian is to remain who you are. Don’t change yourself to become something that you think is funny. Believe in yourself and stay true to yourself. People can sense when you are not being real.

D. Cameron will bring his brand of clean stand-up comedy to the Clarion Hotel’s Comedy Zone on Gervais Street at 8 p.m. Saturday, Feb. 16 in a fund-raiser for Turning Pages literacy tutoring.

For a $50 donation (fully tax-deductible), we have two tickets for you to the show. Call 359-7633.

Telling the Story

It is a genuine pleasure to be able to share the message of Turning Pages and all it is doing for the thousands of adults whose reading, writing, math and life skills keep them from realizing their full potential. All of us want to be the best we can be. Turning Pages board members  Bruce Donatelli and Jerry Bellune recently visited the Lexington Rotary Club to share a few of our success stories.

Rotarian Paul Scott wrote his membership that Jerry talked about Rotary’s commitment to promoting literacy and related three stories about adults dealing with literacy issues, promoting literacy and related three stories about adults dealing with literacy issues. Turning Pages also known as the Greater Columbia Literacy Council,  serves a four-county area.

“It began as a Christian mission in SC in 1968, and has served over 6,000 adults,” Paul wrote to his membership. “The mission is to help adults reach their full potential by helping them improve reading, math, computer, and English language skills through customized learning plans. Tutors work one-on-one or in small groups, and volunteers are always being recruited. Turning Pages provides opportunities for lifelong learning, and is learner-led. The services and materials are free and different levels, approaches and subjects are offered for different abilities, needs and individuals.”

The Lexington Rotarians are considering a three-year commitment of financial support for this vital literacy program as are other civic, business, educational and religious groups.

An opportunity for you

If you would like Bruce and Jerry to bring this inspirational message to your group, please contact us at 803-782-1210.

Guest Blog: Ami Foote

Editor’s Note: This post comes to us from intern and USC journalism student Ami Foote.

Among obvious social concerns like disease, poverty, violence, and drugs — there is one problem that often goes unaddressed — low levels of literacy. Education is essential to the quality of life in human beings. So how does an adult get through twelve years of school without being able to read a street sign?

I had the pleasure of interviewing an adult learner who has become a regular at Turning Pages over the past 3 1/2 years. Assumptions and percentages can only explain so much, so I went straight to the source to find out where he thought his educational problems came from. “When I was young, school didn’t interest me. I was making money with my hands, so my brain didn’t matter as much,” he tells me. The source of immediate income for this learner came from his physical abilities, so it made sense to blow off intellectual goals, which could only provide monetary gain later in life. He ended up dropping out of school to lay bricks, paint, and work in construction. It was only when he was diagnosed with diabetes that he realized how unreliable his skills really were. His disease was so severe that he almost lost his legs and had to retire from the work he had spent his entire life doing. Suddenly, he had nothing but free time on his hands, and nothing to do with it. The only thing that didn’t require literacy skills was television, which quickly lost his interest.

So he started coming to Turning Pages to finally learn how to read — one of the “best things he has ever done with his life.” He now enjoys his newly gained independence. He is able to go to restaurants, take road trips, and go to the doctor’s office without having to ask others for help. The most simple things that we take for granted every day require the ability to read and comprehend. “I am more confident in myself, and I am able to be somebody my kids can look up to.” I couldn’t help but smile as I shook hands with this man and told him how nice it was to hear his story. His positive attitude about life and education surprised and impressed me. He doesn’t complain. He doesn’t make excuses or feel ashamed. He is proud of his new literacy skills; skills that cannot be taken from him. As he puts it, “The more I learn, the better I feel.” It makes me happy to know there is a center in my community for people who are excited about learning. Turning Pages is a place that strives to give opportunity to those who would love to improve their lives, but were never given the chance.

Sow seeds wherever you go

The man made eye contact with me in the rear view mirror. His eyes were hazel, opened wide in surprise, and most alarmingly, not on the road, which overflowed with taxis and bus lanes, bums and bicycles.  I knew that I should have confidence in this seasoned New York driver to safely pilot his yellow Toyota Sienna taxicab, I just wished he’d watch the road. He had just asked me where I worked, and I’d told him that I’m the volunteer coordinator at an adult literacy organization.

“Literacy?” he asked. “As in, able to read?” He verified my meaning or his hearing, or both.

“Yes, adult literacy.”

“You are telling me,” he said in accented but fluid English, “that here, in the greatest country in the – the – the UNIVERSE,” he said with humor that was both teasing and affectionate, “there are people older than 8, 9 years old, who cannot read?”

“Yes, that’s right.”

His eyes opened wider. I wondered if his ocular muscles would rupture as they strained to convey his shock.

“Well, they must be immigrants,” he said. His eyes settled back into their sockets once this reasonable explanation had occurred to him. We glided up Park Avenue.

“Well, some are,” I told him. “But some are Americans.” I explained that it is my job to recruit and train volunteers to be reading tutors.

“I came to this country 13, almost 14 years ago,” he said. His taxicab operator’s license, posted on the headrest of his seat, indicated his eastern European origin. “I attended the classes for English as a Second Language two, three times a week. I didn’t learn much. And then I met with the girl, the English tutor, one-on-one, and that is when I learned English. She was very helpful. You find people like her, who help?”

“Yes, I recruit the volunteers. Some of our clients can read and write and just want to learn English,” I told him. “But some can only read a little, and want to learn. Many adults in South Carolina cannot read well. Many adults in the whole country.”

“In New York? Not in New York!!” He did the shocked, eye-popping, rearview mirror face again, while the cab zoomed around a corner. “Not even in Harlem, or the Bronx, are there adults who cannot read,” he asserted. But there was a question in his tone. He clearly had a love and patriotism for the United States, and especially for New York.

“In New York it’s about 15, maybe 20% of adults who can’t read well,” I said. “It’s a lot worse in the South.”

“And how is it that so many adults cannot read? Did they not go to school, or…?” We merged onto FDR Drive. The East River was greenish gray in the morning light.

“Many reasons,” I said. “Some people have learning disabilities or dyslexia. Some people live in rural farming areas and school was very far away, or they had to help work on the farm to support the family. Some people, their father died or something and they had to drop out of school and go to work.”

He was smart and open-minded; once again I could see the plausible explanations crystallizing in his mind.

“But what do they do? How can a person who can’t read, have any kind of job? Maybe cleaning, or dishwashing…” The full impact of literacy was dawning on him. “They can’t read the newspaper or contracts, or forms at the doctor’s office… And what about their children?”

“It’s better for the whole community when its residents are literate,” I said. “Companies don’t want to start up in a place where there are under-educated employees. Children are more likely to learn to read if their parents can read.” I recited my elevator speech, watching in his face as his understanding rapidly eclipsed the shock.

“Wow.  So there is less tax dollars, and – and – less money for schools, and – ”  he said as we crossed over the Long Island Expressway bridge. He was looking for the EZ Pass toll lane, and I was looking at New York, still unfolding before my eyes. Throughout the trip I was constantly amazed that yes, New York is really that crowded. And from the vantage point of the bridge, I could see where a percentage of them lived: rows and rows of brick buildings laid out like child’s blocks as far as I could see…

“So you help them learn reading so they can get better jobs? And then it is better for the whole community. Not just the individual person.”

“Exactly,” I replied. “It’s better for everyone when adults are able to read.” Now he had made the key logical leap that sometimes policy-makers get hung up on. We help people on an individual basis, one by one, but with an eye to the community as a whole. And it works – our number one source of new clients is word-of-mouth.

“So you are doing this work to improve the whole town of Columbia, South Carolina.” he said. Yes!

After a weekend of flitting around New York in the colorful, rollicking, almost magical subway (cram in, hang on, and pop out at your destination!), I experienced it differently in the cab. (The above-ground version of cram in, hang on!) As I got out of the cab at LaGuardia airport and waved goodbye to our newest Friend of Literacy, I felt that we had both truly learned something about our world.