I will start this discussion with a preamble on the relationship between literacy and development. Thereafter, I will briefly outline time—tested practical methods of organising pre— reading activities, teaching basic reading and writing skills and of course, implementing post—literacy programmes in line with the functional skills needs of a generally non—literate population. I hope you will not see it as a digression when I talk about pre— reading and post-literacy activities. From a practical field experience standpoint, one cannot separate pre—literacy and post-literacy from literacy teaching proper. They form a continuum. Without pre—reading activities, one may not have a successful programme of teaching basic reading and writing; and of course, literacy cannot be sustained without a post— literacy programme.