EVERY few years the national conversation around Jamaica’s literacy levels resurfaces, often ignited by alarming statistics or a high-profile exam result. The usual scapegoats are named: Teachers aren’t doing enough or Teacher training is failing our children.

While there’s no denying that teaching quality matters, this reductionist view does little to truly solve Jamaica’s deepening literacy crisis. The problem is far more complex — and unless we begin to address the root causes, the crisis will only grow worse.

Consider this oft-repeated question: How did a child get to grade seven without being able to read past a grade three level? It’s valid, but it’s also misdirected if the blame is solely placed at the school gates. Literacy doesn’t start in a classroom, it begins in the crib, in the lap of a caregiver reading a book, in conversations with adults, in exposure to words, sounds, and stories long before a chalkboard enters the picture.

Early Exposure Is Key

Decades of research show that early literacy development — including phonological awareness, vocabulary exposure, and print recognition — lays the foundation for a child’s reading ability. Unfortunately, in too many Jamaican homes, this critical stimulation is either underemphasised or altogether absent. Whether due to lack of resources, limited parental awareness, or systemic poverty, many children enter kindergarten already behind — and the gap widens as they progress.

Public campaigns often focus on motor development milestones like walking or talking, but how often do we educate parents about developmental markers in language and literacy? Do they know when to seek help if their child doesn’t recognise letter sounds or struggles with following simple instructions? These are not just cute stages, they are critical warning signs.

The Detection Gap

Jamaica has made strides in early assessment, including the Family Support Screening (FSS) tool and national literacy benchmarks. But here lies another issue: data collection without meaningful follow-up. Screening tools are only useful if followed by intervention, not paperwork filed away in a ministry office.

There is also a concerning lack of systemic support for children with cognitive or physiological barriers to reading, particularly dyslexia — the most common learning disability, affecting up to 20 per cent of the population globally. The World Bank estimates that 17 per cent of Jamaica’s population may have a variation of a learning disability, with dyslexia comprising the vast majority of reading-related issues. Yet how many teachers or parents even know what dyslexia looks like?

Understanding Dyslexia and Risk Factors

Dyslexia is a neurological difference that makes reading words, comprehending text, and developing fluency extremely difficult — but not impossible. With early diagnosis and proper support, children with dyslexia can thrive. Risk factors include genetics, limited access to reading materials, toxic environmental exposure (such as lead), and learning environments that lack differentiation.

This brings us to a disturbing reality: some schools reporting widespread literacy challenges are clustered in areas with high environmental pollution. Jamaica needs to assess for toxic exposure in these communities and, where necessary, prioritise reading interventions and resources accordingly.

Training and Support — Not Just for Teachers

Teachers alone cannot cure reading disabilities. Putting reading back on the timetable won’t magically erase years of developmental disadvantage. Jamaica must move beyond reactive measures and embrace a coordinated national strategy — one that includes early screening, specialised support, ongoing professional development, and yes, parent and community engagement.

In Arizona, for example, all preservice teachers are trained to identify and support children with dyslexia. In-service teachers must also earn a reading endorsement to ensure they are equipped to help struggling readers. Jamaica must consider similar mandates — not to overburden teachers, but to ensure that they’re part of a multidisciplinary response, not the lone responders.

A Call for National Literacy Reform

To be clear, we do not claim these suggestions are silver bullets, nor do we ignore the efforts of successive governments to tackle literacy challenges through various initiatives — some of which we have proudly supported and led. But clearly, what we’ve done so far is not enough.

We urge the Ministry of Education to convene a balanced, independent national committee to assess the current literacy landscape and recommend a revised, coherent, and data-driven approach to literacy improvement — one that starts before school, extends beyond the classroom, and includes every Jamaican.

Let us stop blaming teachers for a system that is not built to support either them or their students. Let us start addressing the root causes, because every Jamaican child deserves the right to read — and to thrive.

Dr Kishi Anderson Leachman is an assistant professor in inclusive education at the University of Winnipeg. She has over 15 years of experience as a special educator in Jamaica, the Caribbean, and Canada.

Dr Clement T M Lambert is chair of the Department of Teaching and Learning at Northern Arizona University and former senior lecturer in language arts and literacy at The University of the West Indies. He has over 30 years of experience in literacy development across the Caribbean and North America.