This document sets the current literacy education movement in historical context, criticizes the actions of unprepared newcomers to field, and praises the efforts of reading professionals who use a language experience approach to teaching reading. In an overview, the faddishness of some current literacy education activity is deplored. Section 1 recounts the linkage between religion and literacy. Section 2 points out more recent history of literacy education, including the shifting criteria for what constitutes literacy, the Right to Read program, and the religious-like fervor of some literacy volunteers. Section 3 notes some definitions of literacy and estimates of illiteracy. In section 4, the shortcomings of tests and the difficulties of measuring literacy are recounted. Some suspected causes of illiteracy are considered in section 5. Section 6 examines who comes to literacy programs. Section 7 argues that higher rates of literacy will not solve U.S. productivity and other economic problems. Section 8 criticizes reading education methods that include a colonial and missionary mentality and praises methods that emphasize meaning, teach students to organize and relate information, and consider students to be "knowing subjects" instead of objects. A conclusion and recommendations section and a 67-item bibliography conclude the document. (CML)