The Editor, Sir:

With reference to the articles about the 'New Integrated GSAT Social Studies Workbook' in The Gleaner of Friday, February 15, and Monday, February 18, what difference does it make to a child if a book is full of errors of fact and grammar if he cannot read?

Last year, I was introduced to this book by a barely-literate sixth-grade student - a product of the system which promotes students whether or not they have reached the required standard in the previous grade. His main concern was to give the correct answers to questions in the multiple choice tests, most of which he could neither read nor understand.

On perusing the book, in addition to errors, I found some inclusions which appear to have been not well thought out.

For example, there is a table giving ethnic groups, one of which is described as 'not stated'. No source is cited for the data given, but it did not make sense to include that category in the context of this book.

I know that this book, with its emphasis on recall of masses of factual information, has been withdrawn, but I am still concerned that large numbers of students at every grade level are not ready to acquire the skills prescribed by the curriculum.

It is no wonder that they become frustrated, play truant and eventually drop out of school. Unless we can ensure that they reach the required level of literacy and numeracy before embarking on the curriculum for the next grade, we are effectively denying them an education.

I am, etc.,

H. WILLIAMS

hwilliams4326@hotmail.com