单选题 The teacher of reading is involved, whether this is consciously realized or not, in the development of a literate society. And every teacher, therefore, needs to determine what level of literacy is demanded by society, what role he or she should take in achieving the desired standard of literacy, and what the implications of literacy are in a world context.
The UNESCO report presents a world view of literacy. Too often we limit our thoughts to the relatively small proportion of illiterates in our own country and fail to see it in its international context.
The problems facing developing nations are also lacing industrialized nations. Literacy, as the report points out, is "inextricably intertwined with other aspects of national development...(and)...national development as a whole is bound up with the world context". Literacy is not a by-product of social and economical development—it is a component of that development. Literacy can help people to function more effectively in a changing environment and ideally will enable the individual to change the environment so that it functions more effectively.
Literacy programmes instituted in different countries have taken and are taking different approaches to the problem, for example the involvement of voluntary non- governmental organizations, which underlines the importance of seeing literacy not as a condition imposed on people but as a consequence of active participation within society. People can learn from the attempts of other countries to provide an adequate "literacy environment".
Who are the "illiterates" and how do we define them? At what point do we decide that illiteracy ends and literacy begins? Robert Hillerich addresses these questions. An illiterate, he finds, "may mean anything from one who has no formal schooling to one who has attended four years or less, to one who is unable to read or write at the level necessary to perform successfully in his social position". Literacy, he points out, is not something one either has or has not got, "Any definition of literacy must recognize this quality as a continuum, representing all degrees of development. "
An educational definition—i, e. in terms of grades completed or skill mastered— is shown to be inadequate in that educationally defined mastery may bear only minimal relation to the language proficiency needed in coping with environmental demands. From a sociological/economic viewpoint the literacy needs of individuals vary greatly, and any definition must recognize the needs of the individual to engage effectively and to act with responsible participation.
Such a broadened definition excludes assessment based on a " reading-level type"; assessment must, rather, be flexible to fit both purpose and population.

单选题 Part of the teacher of reading's involvement in the development of a literate society is through ______.
A. ascertaining their society's literacy standard
B. determining a level of literacy for their society
C. deciding on a world standard of literacy
D. achieving a desired role for teaching literacy

单选题 What problems are facing both developing and industrial nations?
A. How to achieve literacy in their own countries.
B. How the environment can be changed to suit the people.
C. What methods of producing social and economical development can be found.
D. Which ways of encouraging literacy as part of national development are possible.

单选题 What importance do the voluntary non-governmental organizations have in literacy programmes?
A. They demonstrate how literacy changes society.
B. They show that literacy is often imposed on people.
C. They present conditions in which people can become literate.
D. They enable people to take part in international literacy schemes.

单选题 "Illiterates" according to Hillerich, are best defined as people who ______.
A. cannot read or write at all
B. only have a primary education
C. read and write inadequately for their needs
D. have no education at all

单选题 Why is a "reading-level type" of assessment inadequate to define literacy?
A. Because it ignores other social factors in society.
B. Because educational needs are not taken into account.
C. Because individual involvement in society is not considered.
D. Because no account is taken of the importance of language in society.