This paper addresses the use of information and communications technology, ICT or IT for brevity, to combat illiteracy and to move illiterates directly from illiteracy to computer literacy. The resulting assistive technology and instructional software and hardware can be employed to speed up a literacy program and make it more attractive and effective. The approach provides interactive learning, self-paced and autonomous learning, entertainment learning, ease of information updating, ease of entry and exit, and ease of application to E-Learning. The hallmark of the proposed approach is the integration of speech and handwriting recognition, as well audio and visual aids into the flow. I. Introduction Adult illiteracy is often defined as the inability to read and write for people whose ages are more than 15 years. A more realistic definition will define literacy as an individual's ability to read, write, speak, compute and solve problems at levels of proficiency necessary to function on the job, in the family of the individual, and in society. As information and technology are increasingly shaping our society, the skills we need to function successfully have gone beyond reading, and literacy has come to include the skills listed in the above definition. Reading, writing and innumeracy are at the core of any literacy program. They are indeed needed by any person who wants to navigate his way in society. However, increasingly, computer literacy is also becoming important for a person to function adequately in society. Consequently, any literacy program that does not provide computer literacy will not do justice to its recipients and will not enable them to navigate their way easily in our increasingly computerized society. A few years ago it came to my attention that illiteracy in the Arab World approaches 40%. I have also noticed that over the years the reported percentages of illiteracy were lowered, however the total number of illiterates increased. This indicates clearly the failure of the universal elementary education programs in the Arab world. The only long term solution to illiteracy is to enforce universal elementary education. Obviously the Arab countries had failed to qualify sufficient number of teachers and resources and failed to overcome societal resistance to implement universal elementary education, let alone combating adult illiteracy. II. The Basic Concept: Assistive Technology for Literacy [6-7], [12] Looking at the past fifty years and projecting to the next fifty years, the problem would not go away if we keep doing the same things. Hence different methods should be used. The current adult literacy programs, if successful, would move their graduates from traditional illiteracy to computer illiteracy. Thus I envisaged an approach that would utilize Information and Communications technologies, ICT or IT for brevity, to move the illiterates from illiteracy to computer literacy. I have called the approach: From Illiteracy to Computer Literacy (Teaching and Learning Using Information Technology (TILT))It. This research was supported, by George Kadifa and the Rathmann Family Foundation. 2 is proposed that adult literacy programs should provide computer literacy in addition to the traditional literacy and innumeracy. It is recommended that literacy and innumeracy programs should employ TLIT (Teaching and Learning Using Information Technology) , with appropriate hardware and software. A pleasant side effect is that the graduate of such a program will, with very little additional effort, become a computer literate. Thus such a program will not only provide needed competence in literacy and innumeracy, but will also bridge the 'digital gap' and move its graduates from illiteracy to computer literacy. It is to be noted that one of the pioneers in using computers for teaching Arabic was the late Egyptian expatriate Josephine Abboud. She employed computers to teach Arabic as a foreign language at the University of Texas and demonstrated that this approach reduced the required instruction time several folds [1]. Developments in electronics have been going much faster than developments in adult literacy educational systems. Radio and TV broadcasting lessons aimed at reducing illiteracy helped somewhat but did not drastically reduce illiteracy [6]. Computers allow interaction between student and machine to ensure that the student never becomes lost or bored. One proposed solution for illiteracy is to provide the billion illiterate people with a billion computers. However, merely placing computers in backward nations will not solve the problem. There is a need to develop an educational infrastructure. Computers can help because they can be used to educate a cadre of educators faster than the traditional approaches. It is significant that very few IT based programs were found in the developed world that specifically target illiteracy. This is not surprising since illiteracy is not perceived as a problem for the developed world, although this is changing. However lots of resources go into the education of the handicapped in the developed world and the resulting hardware and software is particularly suitable, with some modifications, to combat illiteracy. A study that identified and characterized software and hardware solutions for the delivery of literacy programs suggested that programs developed for the handicapped could be utilized in combating illiteracy [6]. Indeed illiteracy is a handicap. Three such programs are relevant: Programs for the dyslexic: It should be noted that in the Arab world, with no assistive technology, dyslexic people are naturally added to the rank of the illiterates, and thus the percentage in the illiterate population of dyslexic people would be higher than the normal ten percent in the population at large.