In recent years, the English-as-a-Second-Language (ESL) teaching profession has made discoveries about teaching beginning or low-level adult learners (those with little or no schooling in their native languages, learners who may not be familiar with the Roman alphabet, those with learning disabilities, and those literate in their native languages but who wish a slower-paced class and would benefit from literacy-class activities). Assessment or screening can be made orally or through reading, writing, or classroom observation. Classroom techniques and approaches that relate directly to student needs and involve students actively are found most effective. They include: building on students' personal experiences; using students as resources; sequencing activities from less to more challenging; building redundancy into the curriculum; combining enabling skills with language experience and whole-language approaches; combining life-skill reading competencies with phonics, word recognition, word order, word spacing, reading words in context, and reading comprehension; using cooperative/interactive learning activities; and varying techniques for diverse learning styles. Instructional materials might consist of realia, flash cards, pictures or phonographs, tape recorder and cassette tapes, overhead projector and video player with related materials, a pocket chart, alphabet sets, camera, games, index cards, manipulatives, children's literature, and art supplies. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)