This paper deals with strategies for developing literacy skills in nonnative speakers of English. Discussed in the initial section of the paper are four different categories of English-as-a-second-language (ESL) adults and the basic philosophy that underlies the teaching of literacy skills to adults at all levels of literacy. The special needs of ESL students from preliterate societies and learning activities for use in addressing these special needs are examined. Described next are a series of strategies focusing on meaning that can be used successfully with students who are not themselves literate but who speak a language that has a common written form. A series of activities focusing on patterns are provided for use with ESL students who are well educated in their first language. Concluding the paper are sample lessons from a refugee camp in Southeast Asia and from an adult education center in San Francisco. (MN)