A study evaluated the effectiveness of different styles of literacy provision in areas covered by eight British local education authorities representing 5,770 literacy students. A sample of tutors selected to represent the range of styles gave information on the provision they made for 1,730 students and more detailed information about 174 students. Little evidence indicated that style provided a clear differentiating factor in literacy provision. Styles of provision with specific target groups, written aims, specified time scales, homogeneous intake, and a matching commitment expected from students were best placed to help students to achieve their goals. Students chose to attend provision most convenient to them rather than choosing a particular style. Sufficient information about style was generally unavailable. Most styles seemed to work best where students attended regularly. Tutors advocated the style of provision in which they were engaged. Courses with written objectives and specific time-scales seemed to encourage students to attend more regularly. Students mentioned particularly the benefits of working in small groups and of having adequate individual support. Ninety-six percent of students who had completed a course were firmly convinced they had made progress; reports from tutors and independent assessors supported these claims. Assessment, review, and evaluation took place reliably where resources were specifically designated for these purposes. (An appendix describes methodology.) (YLB)