This document, which is designed for adult literacy practitioners, differentiates between the different types of literacy, explains the principles of neurobiological learning and their relationship to the development of literacy and numeracy skills, and presents a neurobiology-based technique of literacy instruction. The differences between conventional, functional, and cultural literacy are explained, and conflicting theories of literacy outlined. Discussed in a section on the relationship between brain anatomy and learning are the following topics: molecular mechanisms underlying mental processes, role of the brain's different parts in perception and learning, physiological and behavioral activities involved in learning, incidental versus intentional learning, and development of working and associative memory. The relationship between memory and reading and writing is explored. Described next is a neurobiology-based method of teaching remedial reading that involves using alternative assessment measures to match adult learners' reasons for entering literacy programs with the competencies necessary for functional literacy, centering specific learning strategies to specific cerebral cortical organization, and using a knowledge-based teaching strategy to enhance learners' word recognition and reading comprehension skills. Concluding the paper is a discussion of the relationship between attention and literacy and the prerequisites required for literacy and intentional learning to occur. Contains 51 references. (MN)