Being literate empowers individuals to be effective consumers, to be informed about lifestyle options, to read aesthetically for relaxation and enjoyment and to further their knowledge of people and places that can enable them to participate more fully in communities. However, there are limited literacy opportunities and programs specifically…

Describes a project which ranked over 100 adult disabled readers by ability level. Provides profiles of disability types, and makes suggestions for teaching strategies appropriate to each level. (ARH)

This final performance report for the Elizabeth Jones Library literacy project begins with a section that provides quantitative data. The next section compares actual accomplishments to the following project goals and related objectives for fiscal year 1992: (1) to provide a versatile workplace literacy program useful to any business in the…

This test is intended to assist teachers and volunteer tutors working with adult beginning readers in assessing students' reading needs when beginning a reading program and determining their progress after receiving reading instruction. The three-part pretest and three-part posttest each include sections to assess students' sight vocabularies and…

This document offers materials for a 40-hour course aimed at helping employees read more efficiently by increasing their comprehension, retention, and test-taking skills. The course was part of a workplace literacy project developed by Mercer County Community College (New Jersey) and its partners. The document contains the following: (1) a course…

A project was undertaken at Central Piedmont Community College (CPCC), in Charlotte, North Carolina, to develop, field test, and validate reading courseware for adults that takes into account individual learning styles. Two literacy products were developed and evaluated. The first, the Learning Style Survey (LSS), is an interactive videodisc…