Reading and writing are two of the main characteristics of literacy for both children and out-of-school adults. The components of reading and writing are not mutually exclusive, and some educators argue that reading paves the way for writing. Therefore, it is crucial to develop strong reading and skill-building programs. Reading processes for children and adults are different, but certain practices are applicable to both populations despite developmental differences. Therefore, reading programs must take into account the literacy program's philosophy regarding reading, the unique characteristics of adult learners, the strategies to be used, and the literacy environment. The purpose of literacy shapes the features 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 importance 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 (Matrix for discussing program elements, document ED 635-2011). Although reading is essential for beginning literacy lessons, the REFLECT program places more emphasis on writing than reading, encouraging students to interact through pen pals. Teachers are the educators in the classroom, so the program provides extensive teacher training and 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 goals of the literacy program...... middle of paper ...... make sense of the text. When considering appropriate reading instruction, educators must also consider the philosophy of the program in order to achieve intended outcomes. Despite differing philosophies regarding literacy, reading instruction should ensure that the component skills provide adults with the tools necessary to become lifelong learners. Works CitedCollins, ND (1994). Metacognition and reading to learn. ERIC collection. ED376427. Comings & Smith (in press). Teaching Basic Skills to Capable AdultsComings & 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 of Understanding the Brain: The Birth of a Science of LearningMezirow, J. (1996). Toward a theory of adult literacy learning. Adult basic education, 6(3), 115.