This article has multiple issues. Please help improve it or discuss these issues on the talk page. It may not present a worldwide view of the subject. Tagged since January 2010. It reads like a personal reflection or essay. Tagged since September 2010. Its lead section requires expansion. Tagged since September 2009. This section needs additional citations for verification. Please help improve this article by adding reliable references. Unsourced material may be challenged and removed. (April 2010) Global adult literacy. World illiteracy halved between 1970 and 2005.

Literacy has traditionally been described as the ability to read and write. It is a concept claimed and defined by a range of different theoretical fields.

The United Nations Educational Scientific and Cultural Organization (UNESCO) defines literacy as the "ability to identify understand interpret create communicate compute and use printed and written materials associated with varying contexts. Literacy involves a continuum of learning in enabling individuals to achieve their goals to develop their knowledge and potential and to participate fully in their community and wider society." Contents 1 Literacy in the 21st century 2 Economic impact 3 Broader and complementary definitions 4 History 4.1 Literacy in Europe 4.2 Literacy in North America 4.3 Literacy in South America 4.4 Literacy in Africa 4.5 Literacy in Asia 4.5.1 Pakistan 4.5.2 Laos 5 Teaching literacy 6 Public library efforts to promote literacy 7 References 8 External links Literacy in the 21st century Main article: New literacies

This idea has forever changed the landscape of information access and is integral in an understanding of Literacy as a practice in the 21st Century. It is no longer sufficient to consider whether a student can 'read' (decoding text really) and 'write' (encoding text) and it is necessary to consider more meaningful aspects of literacy in education and in society as a whole if we are to complete the transition we are in from a society in which communication was never possible on the level of 'many to many' to one in which it is.1 Economic impact

Many policy analysts consider literacy rates as a crucial measure to enhance a region's human capital. This claim is made on the grounds that literate people can be trained less expensively than illiterate people generally have a higher socio-economic status2 and enjoy better health and employment prospects. Policy makers also argue that literacy increases job opportunities and access to higher education.

In Kerala India for example female and child mortality rates declined dramatically in the 1960s when girls who were schooled according to the education reforms after 1948 began to raise families. Recent researchers argue however that such correlations may have more to do with the overall effects of schooling rather than literacy alone.citation needed In addition to the potential for literacy to increase wealth wealth may promote literacy through cultural norms and easier access to schools and tutoring services.citation needed

In Ireland in 2009 the National Adult Literacy agency (NALA) commissioned an economist to do a cost benefit analysis of adult literacy training in Ireland. He reported that there were economic gains for the individuals the companies they worked for the Exchequer as well as the economy for example increased GDP and society at large. The annual income gain per person per level increase on the Irish ten level National Qualifications Framework being 3810 and the gain to the Exchequer in terms of reduced social welfare transfers and increased tax payments being 1531 per annum.3 Broader and complementary definitions

Traditionally considered the ability to use written language actively and passively some definitions of literacy consider it the ability to "read write spell listen and speak."4 Since the 1980s some have argued that literacy is ideological which means that literacy always exists in a context in tandem with the values associated with that context.56 Prior work viewed literacy as existing autonomously.78910

Some have argued that the definition of literacy should be expanded. For example in the United States the National Council of Teachers of English and the International Reading Association have added "visually representing" to the traditional list of competencies. Similarly in Scotland literacy has been defined as: "The ability to read and write and use numeracy to handle information to express ideas and opinions to make decisions and solve problems as family members workers citizens and lifelong learners."11

A basic literacy standard in many societies is the ability to read the newspaper. Increasingly communication in commerce or society in general requires the ability to use computers and other digital technologies.12 Since the 1990s when the Internet came into wide use in the United States some have asserted that the definition of literacy should include the ability to use tools such as web browsers word processing programs and text messages. Similar expanded skill sets have been called multimedia literacy computer literacy information literacy and technological literacy.1314 Some scholars propose the idea multiliteracies which includes Functional Literacy Critical Literacy and Rhetorical Literacy.15 "Arts literacy" programs exist in some places in the United States.16 Other genres under study by academia include critical literacy media literacy ecological literacy and health literacy17 With the increasing emphasis on evidence-based decision making and the use of statistical graphics and information statistical literacy is becoming a very important aspect of literacy in general. The International Statistical Literacy Project is dedicated to the promotion of statistical literacy among all members of society. It is argued that literacy includes the cultural political and historical contexts of the community in which communication takes place.18 Taking account of the fact that a large part of the benefits of literacy obtain from having access to a literate person in the household a recent literature in economics starting with the work of Kaushik Basu and James Foster distinguishes between a 'proximate illiterate' and an 'isolated illiterate'. The former refers to an illiterate person who lives in a household with other literates and the latter to an illiterate who lives in a household of all illiterates. What is of concern is that many people in poor nations are not just illiterates but isolated illiterates. History The history of education has a long past. The first seats of learning were in India Mesopotamia Iran and Egypt and at later date in Greece. The Nalanda University (India) is one of the oldest universities in the world where Chinese monk Xuanzang (aka Hiuen Tsang) came to learn Buddhist Philosophy and Mathematics in 625 AD. Although the history of literacy goes back several thousand years to the invention of writing what constitutes literacy has changed throughout history. At one time a literate person was one who could sign his or her name. At other times literacy was measured only by the ability to read and write Latin regardless of a person's ability to read or write his or her vernacular. Even earlier literacy was a trade secret of professional scribes and many historic monarchies maintained cadres of this profession sometimesas was the case for Imperial Aramaic -- even importing them from lands where a completely alien language was spoken and written. Some of the pre-modern societies with generally high literacy rates included Ancient Greece19 and the Islamic Caliphate.20 In the latter case the widespread adoption of paper and the emergence of the Maktab and Madrasah educational institutions played a fundamental role.21 Literacy in Europe Illiteracy rate in France in the 18th and 19th centuries. In 12th and 13th century England the ability to read a particular passage from the Bible entitled a common law defendant to the so-called benefit of clergy provision which entitled a person to be tried before an ecclesiastical court where sentences were more lenient instead of a secular one where hanging was a likely sentence. This opened the door to literate lay defendants also claiming the right to the benefit of clergy provision and - because the Biblical passage used for the literacy test was invariably Psalm 51 (Miserere mei Deus... - "O God have mercy upon me...") - an illiterate person who had memorized the appropriate verse could also claim the benefit of clergy provision.22 By the mid-18th century the ability to read and comprehend translated scripture led to Wales having one of the highest literacy rates. This was the result of a Griffith Jones's system of circulating schools which aimed to enable everyone to read the Bible in Welsh. Similarly at least half the population of 18th century New England was literate perhaps as a consequence of the Puritan belief in the importance of Bible reading. By the time of the American Revolution literacy in New England is suggested to have been around 90 percent. The ability to read did not necessarily imply the ability to write. The 1686 church law (kyrkolagen) of the Kingdom of Sweden (which at the time included all of modern Sweden Finland and Estonia) enforced literacy on the people and by the end of the 18th century the ability to read was close to 100 percent. But as late as the 19th century many Swedes especially women could not write. That said the situation in England was far worse than in Scandinavia France and Prussia: as late as 1841 33% of all Englishmen and 44% of Englishwomen signed marriage certificates with their mark as they were unable to write (government-financed public education only became available in England in 1870 and even then on a limited basis). The historian Ernest Gellner argues that Continental European countries were far more successful in implementing educational reform precisely because European governments were more willing to invest in the population as a whole.23 The view that public education contributes to rising literacy levels is shared by the majority of historians. Although the present-day concepts of literacy have much to do with the 15th century invention of the movable type printing press it was not until the Industrial Revolution of the mid-19th century that paper and books became financially affordable to all classes of industrialized society. Until then only a small percentage of the population were literate as only wealthy individuals and institutions could afford the prohibitively expensive materials. Even todayupdate the dearth of cheap paper and books is a barrier to universal literacy in some less-industrialized nations. From another perspective the historian Harvey Graff has argued that the introduction of mass schooling was in part an effort to control the type of literacy that the working class had access to. According to Graff literacy learning was increasing outside of formal settings (such as schools) and this uncontrolled potentially critical reading could lead to increased radicalization of the populace. In his view mass schooling was meant to temper and control literacy not spread it.24 Graff also points out using the example of Sweden that mass literacy can be achieved without formal schooling or instruction in writing.25 Literacy in North America In 1870 20 percent of the entire adult population was illiterate and 80 percent of the black population was illiterate. By 1900 the situation had improved somewhat but still 44 percent of blacks remained illiterate. The statistical data show significant improvements for black and other races in the early portion of the 20th century as the former slaves who had no educational opportunities in their youth were replaced by younger individuals who grew up in the post Civil War period and often had some chance to obtain a basic education. The gap in illiteracy between white and black adults continued to narrow through the 20th century and in 1979 the rates were about the same.26 The literacy rate of Canada being almost 99% in 2003 has declined and will be under world's average literacy rates for adults in the next two decades depending on the rate of declining. 27 Literacy in South America In 1964 in Brazil Paulo Freire was arrested and exiled for teaching the Brazilian peasants to read.28 Literacy in Africa In Sub-Saharan Africa literacy is associated with colonialism whereas orality is associated with native traditions.29 In Ethiopia a national literacy campaign introduced in 1975 increased literacy rates to between 37% (unofficial) and 63% (official) by 1984.30 However literacy in the Amharic language is seen as negative among other ethnicitiesclarification needed leading to greater amounts of illiteracy in that country.citation needed See also: African Library Project Literacy in Asia Pakistan It has been realized that for the development of 3rd world countries there is the need to aware the inhabitants of those countries about changing social and political as well as economic factors. The majority of those countries have remained illiterate just because of poverty and rigidity to the cultural values which is the major hindrance in the way of development of those countries or nations. By realizing this fact a number of 3rd world countries have launched certain projects and programs in order to achieve development fruits. In Pakistan for example National Commission for Human Development (NCHD) is a major organization which is striving to convert the illiterate adults especially female adults of Pakistan to literate ones. Before the enrollment of adults to the formal learning process it is vital for the community developer / activist to understand about the nature of adults regarding learning. In this regard four matters - adults have accumulative knowledge adults are goal oriented adults are self directed and they can apply knowledge in the practical field - should be the primary focus of the community developer / activist because adults have different learning psyche than that of younger ones.31 In this era of economic deficiency adult literacy is not so simple task. To convert the illiterate adults to literate ones it is fundamental to urge them for learning - we have to motivate them to join the learning practices. To motivate the adult learners we can motivate them by quoting multiple attractions such as the enhancement of social relationships engagement in social welfare advancement of personal attributes and achievement of certain spiritual and mental satisfactions. In the traditional societies which are almost include in 3rd world countries religion oriented motivation is most effective.31 Besides a number of so effective tools and techniques of adult literacy there are a number of such barriers which remain hindering the way to make a society 'literate'. These affect upon the achievement of predefined goals and objectives of the implemented projects and programs about literacy. As the literacy program's success depends upon the maximum participation or involvement of learners they have a number of obstacles in the way to participate in the learning process such as the lack of time lack of confidence lack of information about learning opportunities traditional theoretical approaches feelings to be ashamed and scheduling programs. But if the community worker - community developer - is the competent he or she can overcome these barriers tactfully and for this purpose the community developer / activist must process the peak attributes of motivation.31 Laos Literacy rates are poor in Laos one of the least developed countries in South East Asia according to the UN. Big Brother Mouse is a Luang Prabang-based local organization dedicated to developing printing and distributing books to Lao people particularly children. Teaching literacy The examples and perspective in this section may not represent a worldwide view of the subject. Please improve this article and discuss the issue on the talk page. (April 2011) Teaching English literacy in the United States is dominated at present by a conception of literacy that focuses on a set of discrete decoding skills. From this perspective literacy - or rather reading - comprises a number of subskills that can be taught to students. These skill sets include: phonological awareness phonics (decoding) fluency comprehension and vocabulary. Mastering each of these sets of subskills is necessary for students to become proficient readers.32 From this same perspective readers of alphabetic languages must understand the alphabetic principle in order to master basic reading skills. A writing system is said to be alphabetic if it uses symbols to represent individual language soundscitation needed though the degree of correspondence between letters and sounds varies across alphabetic languages. Syllabic writing systems (such as Japanese kana) use a symbol to represent a single syllable and logographic writing systems (such as Chinese) use a symbol to represent a morpheme.citation needed There are any number of approaches to teaching literacy; each is shaped by its informing assumptions about what literacy is and how it is best learned by students. Phonics instruction for example focuses on reading at the level of the word.citation neededIt teaches readers to attend to the letters or groups of letters that make up words. A common method of teaching phonics is synthetic phonics in which a novice reader pronounces each individual sound and "blends" them to pronounce the whole word.citation needed Another approach to phonics instruction is embedded phonics instruction used more often in whole language reading instruction in which novice readers learn about the individual letters in words on a just-in-time just-in-place basis that is tailored to meet each student's reading and writing learning needs.citation needed That is teachers provide phonics instruction opportunistically within the context of stories or student writing that feature many instances of a particular letter or group of letters. Embedded instruction combines letter-sound knowledge with the use of meaningful context to read new and difficult words.citation needed Techniques such as directed listening and thinking activities can be used to aid children in learning how to read and reading comprehension. Public library efforts to promote literacy This section may need to be wikified to meet Wikipedia's quality standards. Please help by adding relevant internal links or by improving the article's layout. (December 2010) Click show on right for more details. Please replace HTML markup with wiki markup where appropriate. Add wikilinks. Where appropriate make links to other articles by putting "" and "" on either side of relevant words (see WP:LINK for more information). Please do not link terms that most readers are familiar with such as common occupations well-known geographical terms and everyday items. Format the lead. Create or improve the lead paragraph. Arrange section headers as described at Wikipedia:Guide to layout. Add an infobox if it is appropriate for the article. Remove this tag. The examples and perspective in this section may not represent a worldwide view of the subject. Please improve this article and discuss the issue on the talk page. (April 2011) The public library has long been a proponent for literacy in its communities. The release of the National Assessment of Adult Literacy (NAAL) report in 2005 revealed that approximately 14 percent of adults function at the lowest level of literacy and 29 percent of adults function at the basic functional literacy level meaning they are not able to help their children with homework beyond the first few grades 33 The lack of reading skills hinders adults from reaching their full potential. They might have difficulty getting and maintaining a job providing for their families or even reading a story to their children. For adults across the country the library might be the only source of a literacy program. 34 Programs have been instituted in public libraries across the country in an attempt to improve the literacy rates in this country. Some example of various literacy programs across the country are listed below. The READ/Orange County program initiated in 1992 by the Orange County Public Library in California is an example of a flourishing community literacy program. The organization builds on what people have already learned through experiences as well as previous education rather than trying to make up for what has not been learned. The organization then provides the student with the skills to continue learning in the future.34 The program operates on the belief that an adult who learns to read creates a ripple effect in the community. An adult who learns to read impacts not just himself but the whole community; he becomes an example to his children and grandchildren and can then better serve his community.34 The mission of READ/Orange County is to "create a more literate community by providing diversified services of the highest quality to all who seek them." Potential tutors train during an extensive twenty-three hour Tutor Training Workshop in which they learn the philosophy techniques and tools they will need to work with adult learns 34 After completing the training the tutors invest at least fifty hours a year to tutoring their student. Another successful literacy program is the BoulderReads! program in Boulder Colorado. The program recognized the difficulty that students had in obtaining child care while attending tutoring sessions and joined with the University of Colorado to provide reading buddies to the children of students. Reading Buddies matches children of adult literacy students with college students who meet with them once a week throughout the semester for an hour and a half. The college students receive course credit ensuring the quality and reliability of their time 35 Each Reading Buddies session focuses primarily on the college student reading aloud with the child. This helps the child gain interest in books and feel comfortable reading aloud. Time is also spent on word games writing letters or searching for books in the library. Throughout the semester the pair work on writing and illustrating a book together. The college students grade is partly dependent on the completion of the book. Although Reading Buddies began primarily as an answer to the lack of child care for literacy students it has evolved into another aspect of the literacy program.35 While the children are not participants in the tutoring program they do show marked improvement in their reading and writing skills throughout the semester due in part to the admiration and respect they gain for their college reading buddy. The Hillsborough Literacy Council operating under The Florida Literacy Coalition a statewide literacy organization strives to improve the literacy ability of adults in Hillsborough County Florida. Working since 1986 the HLC is committed to improving literacy by empowering adults through education 36 The HLC also provides tutoring for English-speakers of other languages (ESOL). Approximately 120000 adults in Hillsborough County are considered illiterate or read below the fourth grade level. Through one on one tutoring the organization works to help adult students reach at least the fifth grade level. 95000 adults living in Hillsborough County do not speak English; volunteers in the organization typically work with small groups of non-English speaking students to help practice their English conversation skills. Each volunteer must attend a five-hour training session before they are matched with their students. The tutor training objectives include recognizing the problem of illiteracy performing the responsibilities of being an HLC tutor exhibiting qualities of a good tutor and identifying the difference between an adult learner and a child. Additionally basic literacy tutors must be able to name the basic principles of teaching reading and become comfortable leading a tutoring session using the Laubach Way to Reading Series. Tutors are also encouraged to stay informed about literacy issues by reading online articles and visiting literacy websites. Once matched with a student tutors contact the student to decide on a meeting place and time. Depending on each schedule tutors and students might meet once or twice a week for one to two hours at a time. Tutors must document each meeting and maintain a portfolio of the students intake assessments and goals. Throughout the year tutors must attend two other supplemental resource workshops to further their tutor training. References Constructs such as ibid. and loc. cit. are discouraged by Wikipedia's style guide for footnotes as they are easily broken. Please improve this article by replacing them with named references (quick guide) or an abbreviated title. (August 2010) Lankshear C. & Knobel M. (2006). New literacies: Everyday practices and classroom learning. Philadelphia: Open University Press. "PHONICS. It's Profitable". The Phonics Page. http://www.thephonicspage.org/On%20Phonics/profitable.html. Retrieved 2007-12-11  http://www.nala.ie/sites/default/files/pressreleaseimage-2010-March/files/Policy%20Brief%20on%20Adult%20Literacy%20Strategy%202009.pdf Moats Louisa (2000). Speech to print: language essentials for teachers. Baltimore: Paul H. Brookes Pub. ISBN 1-55766-387-4.  Goody Jack (1986). The logic of writing and the organization of society. Cambridge UK: Cambridge University Press. ISBN 0-521-33962-6.  Jack Goody (1986). The logic of writing and the organization of society. Google Books. ISBN 9780521339629. http://books.google.com/id9Kn8dVDrF50C.  Brian V. Street (1984). Literacy in theory and practice. Cambridge University Press. ISBN 9780521289610. http://books.google.com/idR0UdWQ5thf8C.  Brian V. Street (1984). "Overview". Literacy in theory and practice. Cambridge University Press. ISBN 9780521289610. http://books.google.com/booksidR0UdWQ5thf8C&pgPA2%202.  Brian V. Street (1984). "The 'Autonomous' Model I". Literacy in theory and practice. Cambridge University Press. ISBN 9780521289610. http://books.google.com/booksidR0UdWQ5thf8C&pgPA19.  Brian V. Street (1984). "The 'Autonomous' Model II". Literacy in theory and practice. Cambridge University Press. ISBN 9780521289610. http://books.google.com/booksidR0UdWQ5thf8C&pgPA44.  Curriculum Framework for Adult Literacy in Scotland (pdf) Literacy in the Information Age: Final Report of the International Adult Literacy Survey OECD 2000. PDF Kress Gunther R. (2003). Literacy in the new media age. New York: Routledge. ISBN 0-415-25356-X.  "Literacy in the New Media Age". http://www.bgsu.edu/cconline/reviews/charlton/Kress.htm.  Stuart Selber (2004). Multiliteracies for a digital age. Carbondale: Southern Illinois University Press. ISBN 0-8093-2551-9.  McKenna Michael C.; Richards Janet C. (2003). Integrating multiple literacies in K-8 classrooms: cases commentaries and practical applications. Hillsdale N.J: L. Erlbaum Associates. ISBN 0-8058-3945-3.  Zarcadoolas C. Pleasant A. & Greer D. (2006). Advancing health literacy: A framework for understanding and action. Jossey-Bass: San Francisco CA. Knobel M. (1999). Everyday literacies: Students discourse and social practice. New York: Lang; Gee J. P. (1996). Social linguistics and literacies: Ideologies in Discourses. Philadelphia: Falmer. Ostler N. Empires of the Word: A Language History of the World. Harper Perennial p. 267. Andrew J. Coulson. Delivering Education. Hoover Institution. p. 117. http://media.hoover.org/documents/0817928928105.pdf. Retrieved 2008-11-22  Edmund Burke (June 2009). "Islam at the Center: Technological Complexes and the Roots of Modernity". Journal of World History (University of Hawaii Press) 20 (2): 165186 17882. doi:10.1353/jwh.0.0045  Baker John R. (2002). An introduction to English legal history. London: Butterworths LexisNexis. ISBN 0-406-93053-8.  Gellner Ernest (1983). Nations and nationalism. Ithaca N.Y: Cornell University Press. ISBN 0-8014-9263-7.  Graff Harvey J. (1991). The literacy myth: cultural integration and social structure in the nineteenth century. Transaction Publishers. p. xxvi. ISBN 9780887388842. http://books.google.com/idAAj9sM99qekC.  op.cit. Graff 1991 pp. xxii xxiv. National Assessment of Adult Literacy Gordon Elaine H.; Gordon Edward E. (2003). Literacy in America: historic journey and contemporary solutions. New York: Praeger. pp. 255. ISBN 0-275-97864-8.  Lownd Peter. Freire's Life and Work. Christopher L. Miller. Theories of Africans: Francophone literature and anthropology in Africa. University of Chicago Press; 1990. ISBN 9780226528021. p. 69. "Literacy". Ethiopia: A Country Study.. Washington: GPO for the Library of Congress. 1991. ISBN 0844407399. http://countrystudies.us/ethiopia/73.htm  a b c Akram M. (2011). Adult Literacy in Pakistan National Commission for Human Development Pakistan. National Institute of Child Health and Human Development (2000). Report of the National Reading Panel: Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and its Implications for Reading Instruction: Reports of the Subgroups. U.S. Government Printing Office  Weibel M.C. (2007). "Adult Learners Welcome Here: A Handbook for Librarians and Literacy Teachers". Neal-Schuman Publishers Inc. New York. ISBN 1555705782. a b c d Selnick S. (2004). "READ/Orange County: Changing lives through literacy" "Public Libraries" 43(1) p.53-56. a b Sherry D. (2004). "Providing reading buddies for the children of adult literacy students: One way to provide onsite child care while also addressing intergenerational illiteracy" "Colorado Libraries" 31(1) p.40-42. Hillsborough Literacy Council. 1 2010. External links Look up literacy in Wiktionary the free dictionary. UNESCO Literacy Portal UNESCO Effective Literacy Practice Database Literacy at the Open Directory Project Literacy Assessment The National Strategies for Primary Literacy The Digital Archive of Literacy Narratives National Literacy Trust v d eLiteracy Teaching literacy Reading education in the USA  Phonics  Whole language  Dick and Jane  National Council of Teachers of English  NCLB  Family literacy  Adolescent literacy Defining literacy Functional illiteracy  Critical literacy Literacy internationally International Reading Association  List of countries by literacy rate  Literacy in India  International Literacy Day  List of Chinese administrative divisions by illiteracy rate Major contributors to literacy Frank Laubach  Paulo Freire  Griffith Jones  Marie Clay Related concepts Agricultural literacy  Aliteracy  Asemic writing   Computer literacy  Cultural literacy  Dyslexia  Diaspora literacy  Ecological literacy  Electracy  Emotional literacy  Financial literacy  Health literacy  Information literacy  Information and media literacy  Literacy test  Media literacy  Mental health literacy  Mental literacy  New literacies  Numeracy  Oracy  Orality  Oral literature  Postliterate society  Racial literacy  Scientific literacy  Statistical literacy  Technological literacy  Transliteracy  Visual literacy  Writing system v d eDevelopmental disorders: Dyslexia and related specific developmental disorders (F80F83 315) General conditions Speech and language/ communication disorders Expressive language disorder  Aphasia/Dysphasia (Expressive aphasia Receptive aphasia)  LandauKleffner syndrome  Lisp  Mixed receptive-expressive language disorder Scholastic skills/ learning disorder Dyslexia (Alexia (acquired dyslexia) Developmental dyslexia)  Dysgraphia (Disorder of written expression)  Dyscalculia (Gerstmann syndrome) Motor function Developmental dyspraxia Other Auditory processing disorder  Scotopic sensitivity syndrome Related topics Dyslexia research  Management of dyslexia/Dyslexia interventions  Reading acquisition  Writing system  Spelling  Literacy  Irlen filters  Recording for the Blind & Dyslexic  Neuropsychology Lists Languages by Writing System  People with dyslexia  Dyslexia in fiction M: PSO/PSI mepr dsrd (o p m p a d s) sysi/epon spvo proc drug(N5A/5B/5C/6A/6B/6D)