This article is written as a practical guide to aid teachers in metacognitive reading strategy instruction. The nature of metacognitive strategies is explored, followed by specific procedures for implementing effective metacognitive strategy instruction in the adult ESL classroom. Chamot and O'Malley's (1994) five-phase strategy instruction…

The repeated reading technique has been used successfully with children to build fluency and enhance comprehension and can be a viable instructional and remedial technique for adult beginning readers. (SK)

A reading program for adult learners with minimum reading skills should include activities that immerse the student in actual reading experiences. Working with connected text using such approaches as assisted reading, language experience, and independent reading is suggested. Listening activities, discussion, and writing should be vital parts of…

Reading teachers, who are often drafted as English-as-a-Second-Language (ESL) instructors, need to redefine their approach to reading instruction. In the ESL curriculum reading is often secondary, and the teacher must take into account such considerations as ESL students' culture and literacy level in their native languages. (SK)

Provides an annotated bibliography of materials dealing with adult reading. (AEA)

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)

Describes how pornographic books were used in a successful three-month program designed to teach 15 low-income adult males how to read. (DD)

Presents 10 strategies designed to assist adult disabled readers to move from decoding and word calling to active meaning making. (FL)

Making adults aware that they regularly pick out main ideas in their everyday lives makes it easier for them to do it in reading. (DD)

Explores program content, instructional organization, and departmental needs of reading departments in community colleges in California. While differences in colleges exist, most follow certain patterns in program management and staffing procedures. The outlook indicates continued expansion as community colleges meet the needs of students entering…

Dialect differences are a significant factor in learning to read for English-speaking adults. These differences can be used constructively to help students learn about various features of formal and nonformal English. Emphasis should be on helping students use their experiences to make global sense of the passages they read. (Author/CH)

The Dallas Public Library offers special services that take the form of separate collections of materials for adults beginning to read, and for adults beginning to read in English; tours of the library for groups of adult basic-education students; and special bookmobile services to adult basic-education classes. (MF)

Discusses the multi-modal approach to basic-level reading instruction and methods by which the teaching of reading skills can take place in a multi-modal context. Identifies the philosophical view of adult reading-skill acquisition which serves as the foundation of the program. (JOW)

Discusses a study to evaluate the effectiveness of the Initial Teaching Alphabet as a medium for remedial teaching of those who were behind in reading ability by five grades or more. (JOW)

Offers evaluation methods based on criteria that relate directly to instructional techniques appropriate for adult learners, benefit both teacher and student, and preserve the integrity of the mature student. (Author/FL)