Statistics that display the levels of difficulty that people have reading and writing show that schooling levels are an inexact but nevertheless important index for literacy. In the Statistics Canada survey, for example, only 12% of those with less than grade 9 were at level 4 of reading skill — able to deal with most print material — compared to 48% of those with some secondary school, and 70% of secondary graduates. Conversely, fully 60% of those with less than grade 9 were at one of the two lowest reading levels.

These statistics begin to display the range of literacy difficulties that people have, and the scope of these difficulties. The statistics show that programs and policies that aim to serve those with the most limited literacy would be concerned with about 15% of the adult population. Programs and policies that aim to make people generally able to use reading and writing even in unfamiliar or complex situations would be concerned with over a third of the adult population. A range of program activity is necessary to address different learning goals — for some who want help with simple words, for others who want to use documents in various organizational contexts, and for still others who want a general education.

Who is affected and how?

Limited literacy is concentrated in certain parts of society, and affects different groups differently. The statistics can show us something about these patterns, and thus something about how literacy programs might be focused.

Limited literacy is high among certain linguistic and cultural minorities — notably some immigrant groups, aboriginal people, and francophones. Rates (1986) of attaining less than nine years of schooling vary between immigrant and non-immigrant adults — 23% and 16% respectively. They also vary between groups of different ethnic origins. For example, rates for adults with northern European origins range from 5-12%, for Asian origins from 8-20%, and for southern European origins upwards from 30%. In the Statistics Canada survey, 28% of immigrants are at reading levels 1 and 2, compared to 15% of all adults. These figures (which do not include people who reported having no skills in either English or French), should be understood historically. Among immigrants in Canada 10 years or less, 40% are at levels 1 and 2. Most immigrants who came before 1960 — who were recruited to fill skilled jobs — are at level 3. Furthermore, immigration should not be seen as a long-run source of literacy problems, since children of immigrants generally do well in schooling and on literacy tests. In the Statistics Canada survey, the literacy levels of Canadian-born children of immigrants do not differ from the levels of people born to Canadian-born parents.