A review of selected research studies and practices on the teaching of literacy to limited English proficient (LEP) students suggests that there is considerable variation in the way literacy is defined. Several methods currently being used to develop LEP students' literacy skills are reviewed. Many LEP students continue to be taught reading skills through phonics rather than the whole language or language experience approaches. Initial research on grammar-based approaches indicates that they are not as effective as others. Striking similarities appear in the success of both adults and children being taught by the various approaches. Effective LEP adult literacy programs reflect learner needs, educational backgrounds, and abilities, almost invariably integrating a basic skills focus with instruction in life or survival skills needed for daily functioning. The following guiding principles for facilitating English literacy with LEP students were suggested by G. Wells (1987): (1) responsibility for selecting tasks, deciding on means for attaining goals, and evaluating outcomes; (2) language should be seen as a means for achieving other goals; (3) writing, reading, speaking, and listening should be seen as complementary processes; and (4) an important place should be accorded to the sharing of personal and literary stories at all stages. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)