This ERIC digest examines states' goals of rural literacy programs and the types of programs that have proven effective in the past. It includes several definitions of literacy applied by effective rural literacy programs. It also examines the conditions that support or limit widespread influence of effective programs in rural areas. The level of concern about adult literacy in rural areas varies with economic, social, and political differences. Literacy programs vary with the definitions of literacy those areas adopt. Goals for adult literacy programs may include promoting economic productivity, increasing social equity, or stimulating political change. Competency-based programs generally define literacy as the minimum skill required for a high school diploma. Volunteer programs serve adults whose reading achievement is below the fourth-grade level. Community-oriented programs help adults determine their own reading needs. Some U.S. rural literacy projects offer a single service while others offer more, such as tutors, learning centers, and independent-study projects. A scarcity of available funding often limits rural literacy programs. Moreover, the goal of many programs, that of improving the rural economy, can pose a potential threat to program effectiveness. If the expected economic benefits fail to develop, programs can lose the support of external funding sources. Nevertheless, rural literacy programs manage to persist and to succeed for many reasons, among them the involvement of the community in program development, promotion, and evaluation. (TES)