THE GREATEST PROBLEM FACING EDUCATION TODAY IS THE ERADICTION OF ILLITERACY IN OUR OWN AND OTHER COUNTRIES. TEACHING READING TO ILLITERATE ADULTS IS PRIMARILY A MATTER OF ESTABLISHING THE PROPER CORRELATION BETWEEN THE ELEMENTS OF THE WRITTEN LANGUAGE, WHICH ARE UNKNOWN TO THEM, AND ELEMENTS OF THE SPOKEN LANGUAGE ALREADY IN THEIR REPERTOIRE. THE IMMEDIATE OBJECTIVES OF THE PRESENT PROJECT ARE LIMITED TO THE READING AND COMPREHENSION OF SENTENCES WITH RELATIVELY SIMPLE STRUCTURES, RECOGNITION READING OF A SPECIFIED NUMBER OF WORDS, AND THE ABILITY TO USE STRUCTURE AND CONTEXT CUES TO READ NEW WORDS THAT ARE ALREADY PART OF THE SPOKEN VOCABULARY. THE PRINCIPAL TECHNIQUES TAUGHT ARE WORD RECOGNITION, PICTURE AND VERBAL CONTEXT, PHONETIC ANALYSIS, AND STRUCTURAL ANALYSIS. THE PROGRAM CONSISTS OF A "DOUBLE TRACK," ONE TRACK CONSISTS OF READING EXERCISES, PICTURES, AND RESPONSES FOR THE LEARNER. A PARALLEL TRACK IS FOR A LITERATE HELPER FROM THE SAME LANGUAGE GROUP AS THE LEARNER. IT IS HOPED THAT ONCE A FORMAT IS PERFECTED IN ONE LANGUAGE IT CAN BE GENERALIZED WITH ONLY SLIGHT MODIFICATIONS TO OTHER LANGUAGES AS WELL. AN INITIAL PROGRAM IS BEING PLANNED WITH ADULT ILLITERATE NEGROES IN THE DELTA REGION OF MISSISSIPPI.