According to McArthur, Konold, Glutting, and Alamprese (2010), many adults in the United States have difficulty with basic literacy. One solution to this situation has been the establishment of adult basic education (ABE) programs by the U.S. Department of Education which helps and serves more than 2 million adults each year (U.S. Department of Education States, Division of Adult Education and Literacy, 2002, 2006). . Mellard and Patterson (2008) found that ABE students differ in ability from zero or minimal reading skills to reading simple stories, books, and descriptions on familiar topics, so new vocabulary may be determined by context. According to Mellard and Pattersen (2008) the ABE literacy program is divided into four levels ranging from “beginner” to “high intermediate”. Scaffolding theory provides a promising method for providing support to students with learning difficulties, such as dyslexia and short-term memory deficits. As stated by Larkin (2001) the main purpose of scaffolding is to support students and slowly reduce help until they are able to apply new skills and strategies independently. Students receive support to complete particular tasks and ultimately demonstrate mastery of the task. As indicated by Ziegler and Goswami (2005), reading is the process of understanding and making sense of written speech or thoughts. The initial purpose of reading is to access the meaning of sentences. To be able to read, students must learn the letters used by their society to represent words or thoughts as series of visual symbols and they have also discovered that the fundamental characteristic for developing reading depends on phonological awareness. Ziegler and Goswami (2005) focused on psycholinguistic grain size theory, reading acquisition and...... the focus of the article ......on and Disability, 16(1), 32 -49.Schwarz, R., & Burt, M. (1995). ESL instruction for learning disabled adults. ERIC Digest.Washington, DC: National Center for ESL Literacy Education. (ED No. 379 966). Taymans, J. M. (2012). Legal and definitional issues affecting the identification and education of adults with specific learning disabilities in adult education programs. Journal of Learning Disabilities, 45(1), 5-16. Wang, C., Algozzine, B., Ma, W., & Porfeli, E. (2011). Oral reading rates of second grade students. Journal of Educational Psychology, 103(2), 442-454. doi:10.1037/a0023029Ziegler, J.C., & Goswami, U., (2005). Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic theory of grain size. Psychological Bulletin, 131(1), 3-29. doi: 10.1037/0033-2909.131.1.3