Examines assumptions (such as "every adult can read to some extent" and "adult students will be well motivated") held by a veteran high school social studies teacher before he began teaching adults how to read. Discusses how some of the assumptions were valid, some invalid, and others partly valid. (RS)

Designed to provide a comprehensive literacy reference for public libraries, this handbook presents a glossary of terms, background information on functional literacy, and brief reviews of 14 additional topics: (1) literacy statistics; (2) adult performance levels; (3) the problem of adult education; (4) illiteracy generates itself; (5) about…

This compendium of statistical data on adult literacy assessments spanning a 75-year period is designed to serve as a concise and comprehensive reference source for policymakers, practitioners, and researchers. The introduction provides a theoretical framework for interpreting the assessments described. Summarized in Part 1 are major military and…

To clarify and examine conventional wisdom and stereotypes about adult literacy, this paper focuses on the approaches of individually oriented and community-oriented programs. An examination of the literature base (encompassing research reports, informal accounts, manuals and handbooks, and theoretical, philosophical, and policy articles) leads to…