In this paper I reflect on the theoretical aspects of teaching literacy in Zambian Bantu languages which have been largely influenced by research in English. I argue that it is important to consider language specific factors such as the phonological and morphological features that influenced the design of orthographies in Zambian languages and English and also the social-economic and cultural contexts in which reading instruction is conducted. The paper also critiques, in the light of the above, the literacy programmes which have been used in Zambia in teaching initial literacy in relation to the scientific literature available. It will highlight gaps which require research in our understanding of how reading and literacy instruction should be conducted to build more effective home-grown techniques of literacy instruction.