ABSTRACT
In view of the term ”new” or ”functional” illiteracy, it must be a priority concern to highlight possible causes of this and to examine strategies of improving literacy skills. The child’s understanding and perceptions of the nature and purpose of written language has been found to predict later success in reading and writing. For many, however, these perceptions relate to mechanical or institutional aspects; to learn new words or to avoid school failure. Research findings suggest that the same teaching methods may produce different results in individual children’s reading achievement. This emphasises the importance of understanding and diagnosing individual needs. The term ”the new illiteracy” is widespread, but potentially very confusing rather than clarifying, since it is not itself a fact, but an interpretation. It is a term which is situated within a particular political and educational discourse, which speaks also of ”falling standards” of literacy, and which sees linguistic diversity as a ”problem” rather than as a resource.
