The Program for International Assessment of Adult Competencies, better known as PIAAC, developed a numeracy assessment framework that was used internationally to assess adults' numeracy skills. The assessment gauged adults' (aged 16-65 years) numeracy skills across a full range, from adults with very low levels of numeracy to college level math…

In this essay, the author provides an in-depth description of the course "Communication and Activism" and its rationale. She then offers some evaluative reflections, and concludes with a discussion of tensions experienced and lessons learned. She closes with a recommendation for activist educators to be mindful of these tensions and their ethical…

This tenth edition of the best-selling book teaches reading using sounds and spelling patterns. These sounds and patterns are introduced one at a time, and slowly built into words, syllables, phrases, and sentences. Simple step-by-step directions begin every lesson. Although originally designed for K-2 emergent readers, this award-winning book is…

In addition to learning to read and write for the first time, adult English language learners with limited or emerging literacy skills must acquire oral English. Often, learners with limited print literacy in their first language have oral skills in English that exceed their English literacy skills (Geva & Zadeh, 2006). While this mismatch of oral…

This guide has been prepared as an aid to the trainer/facilitator of adult education. Section I addresses some of the more common myths concerning adult learners, particularly the 50-plus age group. Section II describes the "to-be" 50-64 age group population, based on literature searches. Section III identifies learners do or do not participate in…

Successful adult students employ strategies to learn, and effective adult education programs attend to the development of learning by enabling students to study learning processes in addition to content. Good learners have the ability to identify goals and the steps required to achieve them, identify the strengths of their own learning, actively…

Teaching adults more effectively is a concern common to business, industry, professionals, and educators. An examination of research dealing with effective teaching shows that six functions can be identified and followed as steps in the instruction of adults: (1) review of previous learning and skills; (2) initial presentation of material through…

The need for a better understanding and better treatment of learning disabilities (LD) in adult learners of English as a second language (ESL) is discussed. Such an effort should draw on both existing knowledge of LD in the first-language context and new research on LD and second language learning. The ethical implications of teaching ESL to…

Reports on a study of the economic literacy of 942 adults and compares the results with the economic literacy of high school students. Finds that high school students outscored the adults. Also finds that adult scores were related positively to both the level of education achieved and the completion of an economics course. (CFR)

Designed for new program directors, adult educators who are starting a new program, or those considering changes in existing adult education programs, this manual contains materials resulting from a four-year effort to improve adult education services, especially for persons with learning disabilities and serious emotional disturbances. The major…

The reasons why undereducated individuals choose not to participate in adult education were examined in a comparative, qualitative case study that was conducted in eight nonmetropolitan sites (including the pilot site) in diverse economic regions across Kentucky. Data were collected from the following sources: in-depth interviews with 84 adults…