The Tribune

By BETHANY CAMILLE COOPER-SMITH

IMAGINE building a beautiful house with an unstable foundation. No matter how impressive the walls appear or how attractive the roof may be, the structure remains vulnerable because the very thing meant to support it is weak. Reading is that foundation in education. Without it, the walls of knowledge cannot stand firmly, and the doors to opportunity become increasingly difficult to open.

As a nation, we must ask ourselves a serious question: What happens when our children progress through school, advance from grade to grade, and eventually graduate, yet struggle to read and understand the words before them? More importantly, what are we prepared to do about it?

Reading is not simply another subject on a school timetable. It’s a life skill, a gateway to knowledge, and a fundamental requirement for participation in society. From reading a prescription label and understanding a bank statement to following instructions, completing a job application, interpreting a contract, or helping a child with homework, reading is woven into almost every aspect of daily life. A person who struggles to read independently faces barriers that extend far beyond the classroom.

For this reason, reading must become everyone's business.

As a Bahamian educator with 17 years of experience teaching in both lower and upper primary, I have witnessed the critical role literacy plays in determining a child's academic progress. I have also seen the urgency of ensuring that children develop strong reading skills before their difficulties become deeply rooted. My passion for literacy is not merely professional. It’s a commitment to the children of our nation and to the future of The Bahamas.

Reading is the foundation beneath every subject

A child cannot be expected to excel consistently in mathematics, science, social studies, or other subject areas without the ability to read and comprehend instructions, questions, and information. Even a student who understands a mathematical concept may struggle to demonstrate that knowledge if the child cannot read the word problem. Similarly, a student may possess excellent ideas but find it difficult to express them in writing because reading and writing are closely connected.

Reading is the foundation upon which learning is built. When that foundation is weak, the entire academic structure is placed at risk. One of my greatest concerns is seeing primary school students who cannot consistently identify common sight words, decode unfamiliar words, or read with fluency. Some children read word by word, struggle to recognize familiar vocabulary, or find it difficult to explain what they have read. These are not challenges we can afford to overlook or assume will disappear with time. We must be especially concerned when students reach the upper primary grades without the essential reading skills expected of them. Even more alarming is the possibility of children leaving school without the literacy skills necessary to function independently. A certificate or promotion should never give us a false sense of security if a child has not mastered the skills required for the next stage of life.

Every child deserves to leave school able to read, comprehend, communicate, and continue learning.

Reading needs regular check-ups too

We understand the importance of visiting a doctor for routine health check-ups, even when we feel well. We take our vehicles for servicing to identify minor problems before they develop into costly repairs. Yet, when it comes to reading, we sometimes wait until a child is failing before we take decisive action.

Literacy deserves the same attention.

Just as a doctor monitors a patient's health, teachers and parents must monitor a child's reading development. Just as a mechanic checks a vehicle's engine, brakes, and other essential components, we must examine a child's fluency, vocabulary, phonics, sight-word recognition, comprehension, and reading confidence. We should not wait until a child reaches Grade 4, Grade 5, or Grade 6 before recognizing that the child cannot read at the expected level. Early identification allows us to intervene before the problem becomes more difficult to address. Regular reading assessments, classroom observations, one-on-one reading sessions, and conversations with parents are essential. These are not intended to label children or embarrass families. Instead, they help us identify weaknesses, establish realistic goals, monitor improvement, and determine what support is needed.

A child's reading ability should never be a mystery to the adults responsible for that child's education.

The teacher's responsibility: advocacy beyond the classroom

As an educator, I believe that my responsibility extends beyond delivering lessons and completing the curriculum. Teachers must be advocates for literacy, recognizing that children learn at different rates and that some require additional time, resources, encouragement, and intervention to become successful readers.

Throughout my 17 years in education, I have sought opportunities to strengthen students' reading skills and build their confidence. My approach involves identifying individual weaknesses, reinforcing essential skills, providing meaningful practice, and creating opportunities for children to experience success.

My commitment to reading also extends beyond regular school hours. I conduct afternoon classes and Saturday classes to provide students with additional opportunities to practice, develop fluency, strengthen comprehension, and address areas of difficulty. These sessions offer valuable time for reinforcement and targeted instruction, particularly for children who need more support than the regular school day may allow.

I also host parent meetings to discuss students' academic performance, reading abilities, and areas requiring improvement. These meetings are important because parents need to understand not only their children's grades, but also what those grades reveal about their actual skills. A child may complete assignments with assistance or memorize information for a test while still struggling to read independently.

Parents must know whether their children can recognize sight words, read age-appropriate texts, understand what they read, and communicate their understanding. They must also know what steps they can take at home to reinforce classroom learning.

My philosophy is simple: when we identify a weakness, we must develop a plan to address it. We cannot continue to identify reading difficulties without implementing meaningful strategies to improve them.

Parents must become partners in literacy

Although teachers play a critical role, literacy cannot be the school's responsibility alone. A teacher may have a classroom of students, a curriculum to deliver, and limited instructional time. Parents and caregivers provide an additional layer of support that can make a significant difference in a child's development. Reading should become part of a child's daily routine, just like eating meals, bathing, or preparing for school. Parents do not need to be professional educators to support literacy. They can read with their children, listen as they read aloud, discuss stories, practice sight words, ask questions about what they have read, and encourage children to express their thoughts.

Even 15 to 20 minutes of focused reading each day can provide valuable practice when it is consistent and appropriate to the child's ability. Visits to the library, reading labels while shopping, discussing newspaper articles and reading signs in the community can also turn everyday experiences into learning opportunities. Parents should not assume that a child who attends school automatically knows how to read. They must ask questions, communicate with teachers, review reading assignments, and seek help when concerns arise.

Likewise, parents should feel comfortable approaching teachers for guidance. A parent-teacher partnership should not begin only when a child receives a poor report. It should be ongoing, suppo rtive, and centered on the child's progress. When teachers identify a weakness and parents reinforce the recommended strategies at home, children benefit from the consistent message that reading matters, and we are committed to helping you succeed.

Our goal must be clear: every Bahamian child should be reading at or above grade level, with additional support provided as early as possible to those who need it.

Achieving this goal requires collaboration among teachers, parents, school administrators, policymakers, community organizations, and the wider public. Schools need effective literacy programmes, appropriate learning resources, targeted interventions, and regular assessments. Teachers need opportunities for professional development and access to strategies that address diverse reading needs. Parents need practical guidance and clear information about their children's progress.

Our communities must also help create a culture in which books, storytelling, poetry, newspapers, and other reading materials are valued and accessible. Literacy must not be treated as a concern that belongs only to English Language teachers. Every subject teacher, every school, every household, and every community has a role to play.

We must also be careful not to shame children who struggle, or blame families without understanding their circumstances. Instead, we must respond with urgency, compassion, accountability, and action. A struggling reader needs intervention, encouragement, and consistent support, not embarrassment.

The question is no longer whether reading is important. The question is whether we, as a nation, are prepared to treat it with the importance it deserves.

Bethany Camille Cooper-Smith is the Literacy Teacher of the Year Nominee 2026, and a trained teacher for 17 years