Early in this gospel dispensation, the Lord decreed that in the latter days "every man shall hear the fulness of the gospel in his own tongue, and in his own language" (Doctrine and Covenants 90:11).

Though the wording in this passage denotes the dissemination of the gospel through preaching and oral presentation, the fact that the gospel is conveyed largely by means of the written word compels the conclusion that it must be interpreted in a broader sense. That is to say, everyone shall receive the fulness of the gospel in his own language. Thus, we read, for example, the divine directive given to William W. Phelps in June 1831 that he would assist Oliver Cowdery "to do the work of printing, and of selecting and writing books for schools in this church, that little children may receive instruction before me as is pleasing unto me" (Doctrine and Covenants 55:4).

That education — indispensably connected to reading and writing — has always been enjoined by the Almighty is reflected in scriptural passages from previous dispensations, as, for example, Daniel 1:17, wherein we read that God gave Daniel and his three companions "knowledge and skill in all learning and wisdom." Facility with the written word, in fact, was present from the beginning of mankind's temporal existence, as "it was given unto as many as called upon God to write by the spirit of inspiration; And by them their children were taught to read and write, having a language which was pure and undefiled" (Moses 6:5).

Leaders and teachers in the Church know intuitively that personal literacy is fundamental to one's receiving and sharing the gospel.

Two sister missionaries working as a companionship in an area of the United States encountered an elderly man who could not read. Recognizing that his conversion and testimony development would depend in large measure on his ability to study and comprehend the scriptures, they embarked on an endeavor to teach him to read. Building upon his basic knowledge of the alphabet, they used the scriptures as a tool to teach him phonics skills. By this means, the man did learn to read, gained an essential gospel knowledge and was eventually baptized.

Literacy remains an on-going challenge, even in developed regions of the world. A test conducted in the United States in 1998 by the National Assessment of Educational Progress found 38 percent of fourth graders were reading below the most basic level of proficiency.

In the Church, welfare principles apply as much to literacy as to anything else. Hence, the responsibility to promote it rests first with the family, particularly parents who are rearing young children.

In 1997, the U.S. Department of Education published "Simple Things You Can Do to Help All Children Read Well and Independently by the End of the Third Grade." The suggestions are still worthy of consideration. For example, read to and with your children for 30 minutes every day, talk frequently to infants and young children before they learn to read, set a good example of reading regularly and encourage children to practice writing. (See www.ed.gov/pubs/SimpleThings/family.html).

Beyond the family setting, the Relief Society and priesthood can work together, perhaps organizing volunteers to supplement the literacy efforts in homes where needs are the greatest.

For accomplished readers, it is advisable to set priorities, for all written matter is not of equal worth. Scriptural commentaries, for example, should never supplant the scriptures themselves in one's reading, and novelizations of Church history, though they can be stimulating, ought not to be read at the exclusion of reliable and factual material such as that contained in the multi-volume History of the Church.

Regardless of individual skill levels, each of us in the spirit of ongoing progression and personal edification can set aside time regularly to "seek . . . out of the best books words of wisdom," to "seek learning even by study and also by faith" (Doctrine and Covenants 88:118).