Prevalence and Correlates of Functional Illiteracy at College Level

Abstract

The study aimed to ascertain the occurrence and factors contributing to functional illiteracy among college students 
and focus on the inability to apply essential reading and writing skills in everyday situations. The research 
highlighted the significance of functional illiteracy among college students and its potential implications. It revealed 
that many college students struggle with reading comprehension, written communication, critical thinking, and 
information literacy skills. Several factors contribute to this issue, including inadequate preparation in primary and 
secondary education, socioeconomic disparities, language barriers, learning disabilities, limited exposure to 
reading materials, and the rapid advancement of technology. The consequences of functional illiteracy at the college 
level are significant, impacting academic performance, confidence levels, and future employment opportunities. 
Addressing this problem requires collaborative efforts among policymakers, educators, and institutions. Strategies 
should focus on enhancing access to quality education, improving teacher training programs, integrating literacy 
skills development across disciplines, and promoting digital literacy initiatives. Particular attention should be given 
to marginalized communities. Awareness campaigns and community engagement initiatives can foster a culture of 
reading and lifelong learning. Strengthening partnerships between educational institutions, government agencies, 
community organizations, and the private sector is crucial. Regular monitoring and evaluation of literacy programs 
are essential for measuring effectiveness and identifying areas for improvement. By understanding the causes and 
implications of functional illiteracy and implementing comprehensive strategies, educational systems can empower 
college students with the necessary literacy skills for success in academia and beyond.