Serious Hidden Problems Often STAY Hidden

What happens when a serious problem is reported? Sometimes, nothing is done! Sometimes the situation has to become so serious that reasonable people cannot continue to ignore the problem. As an example, numerous people can complain for years about a dangerous street intersection where numerous “close calls” occur, but city officials often will not spend the money for a traffic light until a traffic accident occurs in which someone is killed, forcing their hand. Although any honest, informed observer would call our present functional illiteracy rate a crisis, the problem is so well hidden that we continue to ignore it.

No overall statistically significant changes were made in the teaching of reading following the release of the report of the most statistically accurate and comprehensive study of U.S. adult functional illiteracy ever commissioned by the U.S. government. Millions of functional illiterates continue to suffer serious problems and all of us — and our nation — continue to waste money as a result of illiteracy. The costs of illiteracy include (1) the pain and suffering of the functional illiterates enduring — every day of their lives — at least 34 different kinds of serious physical, mental, emotional, medical, and financial problems that we would consider a crisis if the problems were ours, (2) the cost of welfare and other government programs that illiterates use, which are paid from our taxes, (3) the many costs of truancy, juvenile delinquency, and crime directly related to illiteracy, which are paid from our taxes, and (4) the higher cost of consumer goods because of the extensive recruiting and training costs and the cost of preventing and correcting mistakes and inefficiencies of functional illiterates in the workplace. Although, for those of us who are literate, the problems facing the illiterates are unacceptable to any truly compassionate person, the non-monetary costs affect every U.S. adult — reader and non-reader. Illiteracy costs every U.S. adult an average of at least $5,000 each year and is part of the reason that many jobs are out-sourced to overseas companies where the functional literacy rate — and therefore the educational attainment — is higher.

Why is nothing significant done about illiteracy? Almost no one — including few, if any, in the media — knows an effective strategy to permanently end illiteracy. The problem is not publicized because educational and political authorities do not know what to do about our literacy crisis, and the media do not want to incur their wrath by continuing to report on a problem that our leaders do not know how to solve.

Dozens of scholars over the last 250 years have recommended a solution that will succeed, however. You can see an overview of the problem and the simple, proven solution while learning about the serious problem of English functional illiteracy. You can read the homepage of this website in less than six minutes. More significantly, you can see the proof of everything on the homepage in the eleven “Read More” pages (which can also be accessed from the left-hand column), and you can learn how — with just a few minutes of your time — you can help bring a permanent end to our very serious, provable literacy crisis.

About bcenglis

Bob Cleckler is a retired Chemical Engineer. In 1985 he read Jonathan Kozol's shocking new book, "Illiterate America." He decided to use his research skills as an engineer to see if there was a solution to the problem. He spent more than a year in his research. He read EVERY book he could find on the subject of his research. He read dozens of books from the large Marriott Research Library at the University of Utah. Based upon his findings, he developed a solution to the problem of English illiteracy. It is a PROVEN solution. Dr. Frank Laubach spent his entire adult life teaching adult illiterates around the world how to read in more than 300 alphabetic languages. Dr. Laubach proved that he could teach students, in 98% of the languages in which he taught, to read fluently in less than three months. His books, "Teaching the World to Read" and "Forty Years With the Silent Billion," never mention being unable to teach ANY of his students to read fluently.

Cleckler collaborated with Gary Sprunk, M.S. English Linguistics, to perfect his solution based upon Dr. Laubach's experience and findings. Two non-profit educational corporations were formed. Cleckler is the CEO of Literacy Research Associates, Inc. and Vice Pres. of R & D of NuEnglish, Inc. Gray Sprunk is President of NuEnglish, Inc. Cleckler's award-winning book, "Let's End Our Literacy Crisis," originally published in 2005 is now available on our website,, without cost or obligation for the Second Revision, released in late 2012. This breakthrough book covers:

A. the tremendous need for improving English literacy. Cleckler found research proving (1) that 48.7% of U.S. adults are functionally illiterate, defined as being unable to hold an above-poverty-level-wage job, (2) that 31.2% of these functional illiterates are in poverty, and (3) that they are more than twice as likely to be in poverty because of their illiteracy as for all other causes combined. Furthermore he found at least 34 types of serious physical, mental, emotional, medical, and financial problems that illiterates must endure every day of their lives that we would consider a crisis if we had to endure them. Cleckler also found that illiteracy costs EVERY U.S. adult -- readers and non-readers -- an average of more than $5,000 each year for government programs that illiterates use; for truancy, juvenile delinquency, and crime directly related to illiteracy; and for the higher cost of consumer goods due to illiterates in the labor pool and in the workforce.

B. the causes of illiteracy. Before any problem can be solved, you must find the cause. Otherwise you can spend huge amounts of money fighting the symptoms of the problem without preventing the problem from recurring.

C. the preferred, proven solution to the problem. We have been fighting the symptoms of the difficulty in learning to read English for almost a century. Although numerous changes in American education have been implemented in the last century, none of them solve the foundational cause of the problem. Almost half of U.S. students never become fluent readers, and most of the ones who do become fluent readers require at least two years to learn to read well enough to continue increasing their reading skills after third grade, when most reading instruction in school ends.

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