How is teaching English reading to the non-literate different from teaching reading to someone literate in his native language?

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It has been said that one learns to read only once; that second language reading is simply an adaptation of the reading process to fit a new situation. While this may not be entirely true, especially when the symbols change from ideographs (which represent entire words with one symbol such as in Chinese) to alphabetic symbols (which represent sounds with single symbols such as in English), it is sure that the great majority of skills necessary for reading one language transfer to the task of reading a second.

Thus in most beginning language classes for Spanish, French, German, and other languages with alphabets similar to English, you teach the sounds represented by each of the letters, and then assume that the student will be able to read. One typically spends little time in actually teaching reading, except perhaps to develop vocabulary and comprehension skills.

For the non-literate ESL adult learner, on the other hand, you must begin with basic word recognition skills such as sight words, contextual skills and word analyses skills. You should then teach them the alphabet and sound symbol relationships. Finally you must teach them to form the letters and to write words. The development of these basic skills requires much more time and practice for the non-literate learner.