Reading and writing are two of the main features of literacy education for both children and adults who do not attend school. The components of reading and writing are not mutually exclusive, and some educators argue that reading paves the way for writing. Therefore, it is critical to develop strong reading and skill development programs. Reading processes for children and adults are different but some practices are applicable to both populations despite developmental differences. Therefore, reading programs should take into consideration the literacy program's philosophy on reading, the unique characteristics of adult learners, the strategies to be used, and the literacy environment. The purpose of literacy shapes the characteristics of reading instruction in literacy programs. The mission and purpose of a particular program determines the teaching methods used in reading. The REFLECT (Regenerated Freirean Literacy through Empowering Community Techniques) approach is a good example that illustrates the significance of a literacy philosophy in designing methods for teaching reading or writing. In this approach, literacy builds on new knowledge and leads to empowerment through discussion (Program Element Discussion Matrix, Handout ED 635-2011). While reading is key to beginning literacy lessons, the REFLECT program places a greater emphasis on writing rather than reading, thus encouraging students to interact through pen pals. Teachers are first in the classroom, so the program conducts in-depth training for teachers and provides regular support. Investing in teacher training also ensures that teachers understand the philosophy of the program; competent teachers in a program will teach effectively and the objectives of the literacy program...... middle of paper...... to make meaning of the text. When considering appropriate reading instruction, educators must also consider the philosophy of the program to achieve intended outcomes. Despite differing philosophies on literacy, reading instruction should ensure that component skills provide adults with the tools to become lifelong learners. Works CitedCollins, N.D. (1994). Metacognition and reading to learn. ERIC collection. ED376427.Comings & Smith (in press). Teaching Basic Skills to Adults ABILIComings & Soricone (2005): Teaching Adults to Read: The Global Educational Approach to Designing Adult Literacy Programs. World Education, Boston, MA.OECD, 2007: Literacy and the Brain, chapter 4 in Understanding the Brain: The Birth of a Learning Science Mezirow, J. (1996). Toward a theory of adult literacy learning. Basic education for adults, 6(3), 115.