When alleged offenders can barely read, the justice system breaks down

Jayden, 33, has been learning to read and write at Literacy Chicago since May 2025. On his first day, he tested at mid-kindergarten reading level, even though he graduated from a Chicago high school. He struggled with simple words like “see,” “look,” “can” and “little.” He couldn’t even sound them out.

Within two months, he reached first grade level. He continues to improve and genuinely enjoys learning. He comes to class as often as he can. However, he is under house arrest and wears an ankle monitor 24 hours a day. He has strict time and location restrictions, which sometimes make him late. He also faces financial challenges and cannot always afford transportation to Literacy Chicago.

One day, in tears, Jayden came into Joanne Telser-Frère’s office, director of program development and adult literacy. He trusted her enough to explain why he was wearing an ankle monitor for several years.

One night, he was out with friends in his neighborhood who robbed and assaulted someone. Jayden was in the wrong place at the wrong time and was arrested. At the police station, he was assigned a lawyer. He didn’t understand what was happening and could not read the paperwork he had to sign. He was too ashamed to say that he couldn’t read. To this day, he doesn’t know what he signed.

Still crying, Jayden told Joanne that his lawyer said he would be sent to jail unless he began to attend required online appointments with a social worker. He had been receiving text messages asking him to confirm appointments by replying “yes” or “no.”

‘How do I get the Zoom link?’

Jayden tried to respond, but was confused. He kept asking, “How do I get the Zoom link for my appointment?” The automated reply always stated, “You can only respond to this text yes or no.” He could not read that instruction. He did not know texts could be automated and assumed someone would read and respond.

It was easy to help him. Joanne called, explained the situation and rescheduled his appointment for a time when he would be at the office. With guidance, Jayden was able to sign in by himself and find the link. To someone who reads easily, this might seem simple; for the 59 million adults in the U.S. who read at the lowest level, it is not.

Jayden asked Joanne to speak with his social worker, who was surprised to learn that he could not read. No one in the criminal justice system shared this basic information that she and others needed to support him appropriately.

Joanne explained that Jayden is learning to read so he can be more independent. During their conversation, the social worker mentioned that his appointments would be “weekly or biweekly.” Jayden had never learned the word “biweekly.” She would not have recognized his confusion if Joanne hadn’t explained his literacy challenges.

Jayden’s experience shows that the American justice system, along with health and social services, the workforce, and the school system, must become more aware of — and responsive to — literacy challenges. Many adults with low literacy can communicate well in everyday situations. Most people would never guess they struggle to read. But because they missed foundational learning, they often lack access to essential knowledge. This includes civics and their rights, health information, finances and more. Their vocabulary does not develop like someone who reads regularly.

In Canada, the Canadian Association of Chiefs of Police developed training to help officers recognize and respond to individuals with low literacy. While literacy is not the cause of criminal behavior, improving literacy can reduce reoffending. Their program promotes awareness, supports community partnerships and helps officers communicate more effectively with victims, suspects and witnesses.

The parallels are clear. Programs like Literacy Chicago and the Canadian literacy and policing initiative share a common understanding: Literacy affects how people move through every system in society. Their work reflects a commitment to fairness, access and opportunity.

Literacy Chicago welcomes the opportunity to pilot a similar program with Chicago police, one that brings greater awareness, better communication and more effective support to those who need it most.

Harvey J. Graff, Ph.D., is an emeritus professor of English and history, and an Ohio eminent scholar in literacy studies at Ohio State University. Joanne Telser-Frere is director of program development at Literacy Chicago. Richard Dominguez is executive director of Literacy Chicago.