The approach is totally individualized and multi-modal, adapted to the needs of adult learners, which are different from those of children. Most adults possess some elemental, though incomplete, reading skills and, as a result, every individual has a different configuration of deficiencies and abilities. The system does not rely on grade level testing, deemed irrelevant in this context. The teaching modes include sight words; words in context; oral, auditory, and visual training; phonics; and structural analysis. Success in reading often helps break an individual's orientation toward failure and frustration, which makes this program important not only for acquiring literacy but a more positive outlook as well. Six references are given.