Noting that, generally, low-literate adults in Labrador and Newfoundland (Canada) are being helped only through the altruistic efforts of literate volunteers, this paper argues that adult literacy must be professionalized and become an integral part of the education system. The paper begins with a brief discussion of the definitions of literacy, and then presents implications about adult literacy programs that follow from the assumption that there are significant differences between adult and child orientations to learning. The paper describes several programs and methods of instruction, noting that there is no single approach to adult literacy instruction and no instructional approach that works for all students. The paper then presents criteria for program evaluation, including skills development, content development, materials development and selection, and instructional strategies. Using these criteria, the paper evaluates two commercially produced print programs, the "Laubach Way to Reading" and "Reading for Today." The paper concludes with 11 recommendations involving the training of adult literacy educators, the role of volunteers, program funding, accreditation of programs, government policy on adult literacy, instructional strategies, and evaluation of programs. (RS)