This thesis discusses the acquisition of literacy in young children considered to be educationally 'at risk'. The research literature reviewed supports the notion that appropriate instruction involves the teacher as 'a capable other' in an interpersonal relationship. This developmental framework refers to the Vygotskian concept of 'a zone of proximal development' as the child is coached through a process of development. Within this process it is suggested that there is a sequence of development which is useful when conceptualising how to assist individuals to learn literacy. The first stage in this sequence requires an appreciation of the child's current developmental status and what causal mechanisms can be identified to serve as a guide as to what will be coached. The second stage involves arousing the child's capacity for 'inner- speech' so as to assist 'self- talk' and analysis of speech. Both of these stages if coached effectively will contribute to the third stage of automaticity in basic skills essential for efficient reading.