Tonight I traveled to Brooklyn for Professional Development.

I was given Article #1 to read; then the infamous KWL questions to answer: What do want I to know? What did I learn? and what questions do I still have? Afterwards, I was told to present the article as an expert on the topic.

The title of the article was Understanding Reading Instruction for Adult Learners. I wasn’t given the author’s name or even the footnotes about the author’s research.

I read the article twice. Once again, then scanned it. The more I read, the more I realized the situation at hand.

I couldn’t complete the KWL chart because the article did not urge me to want to know more about Understanding Reading Instruction for Adult Learners. I only wrote down comments as if I was speaking to the author. I had no questions.

My indignation started when I read the following paragraph:

These adults know they need help to achieve their educational goals, but are often unaware of what it will take to do so. In particular, they may not realize the extent to which their reading ability is a barrier to their continued educational progress. Many enroll with the goal of earning a GED certificate, and expect to reach that goal in a matter of weeks or months.

Oh dear! I thought. Who put this narrative together?! I’ve heard many talk about teaching adults how to read but this by far was the most offensive. Even the opening statement – these adults- Was there not any other term? Then the writer continued, they are unaware of what it will take to achieve their educational goals…

Why, if it’s a goal, then one knows the work towards the goal! They don’t know there will be many obstacles in their way?? They do not set themselves up for the ups and downs of it all??

All the adults I know who can’t read, know the extent of what it would take to reach their goal of learning how to read. This is why they try to take short cuts continuously. This is why they put it off for tomorrow or start and don’t finish.

I read the next two sentences which I also disagreed with – In particular, they may not realize the extent to which their reading ability is a barrier to their continued educational progress. Many enroll with the goal of earning a GED certificate, and expect to reach that goal in a matter of weeks or months.

I am very certain that adult students realize everything. Even the look of disappointment on their teachers’ faces who have low expectations of them. And- students in general are eager to move on. Why shouldn’t they also be eager to do so?

The young man who sat at the table with me, filled his paper up with the common rhetoric of the article. The everyday terminology that we hear in sessions such as the one we were in- decoding, fluency, reading opens many doors, ect. While I sat there struggling with the acceptance of the writer’s diction.

When we began to talk, I pointed out the error of Article #1 and after bantering. He shared a story:

There is a gentleman in my class. He is 79 years of age. His wife passed. He retired. Now he is going to school to learn English. He is unaware of what it would take…

But how in the world is a 79 year old gonna be unaware of what it would take to learn how to read. He spent his whole life not knowing because that was the easy way out. He knew somewhere inside of him that he’ll have to or want to fulfill this desire of learning.

I then told him the story of Mr. Booker T. Washington. Mr. Washington was given the duty of teaching people who were recently enslaved how to read. They all came wanting. They all came very much aware of the situations that existed. Aware of the obstacles. They wanted to start with learning Latin and Greek. They wanted to read immediately. He dealt with them as a wise teacher and helped them to see the need to start at the basics. Through motivation and self- determination they eventually learned. But the struggle along the way, they were aware of it every step of the way.

The bell rang and it was time for me to present Article #1 to a team of 6 people.

I read the basics. Gave them what they wanted to hear then told them what I disagreed with. I told them where I was reading in the paragraph. Then I watched in amazement. They did not pick up Article #1 to read what I had read ( the article was given out while I was speaking). Instead, the educators argued that I was wrong to even think of this. Once again implying since one is illiterate one would not know the extent of how hard it is to learn how to read. I tried to get my point across but the leader of the workshop came over. Gently rubbed my shoulder and said, what one doesn’t know, one doesn’t know what one is missing. That was the final word. She then told the group to move on to Article #2.