The number of non-literate and low-literate adults in European countries varies from 10-15% of the population. Many of them, esp. immigrants, have to learn to read for the first time in a second language (L2) (i.e. not their mother tongue). Poor oral and written proficiency often leads to social exclusion and prohibits social and economic integration. Adequate literacy training is thus a key factor for these adults and the society, but, for various reasons, is problematic at the moment. The main aim of our project is to substantially advance literacy training.A recent study on literacy revealed that the time allotted to computer work was positively correlated with reading scores. The primary reading process could be more effective, if there were facilities to differentiate to a higher extent, i.e. computer facilities with Computer-Assisted Language Learning (CALL) materials. However, at the moment these facilities are scarce for non-literate learners. The current project intends to develop such advanced learning materials that allow differentiation and teacher-independent learning, making it cheaper and still more effective. Learners will be able to use the CALL systems when (24/7) and where they want, at their own level and pace.The key technology required to make this possible is Automatic Speech Recognition (ASR). Although non-native ASR is complex, partner 1 has already developed and tested ASR-based CALL systems and showed that non-native utterances were recognized correctly, learners received appropriate feedback, and the CALL system with non-native ASR was effective for language learning. Similar technology will be applied here to literacy training, to provide feedback to adults learning to read.Partner 2 already has a suitable digital learning course that will be localized to other languages, and to which ASR will be added. Within the consortium there is ample expertise and experience with literacy training, both on a scientific and a practical level.