Looks at developments in adult reading over the past two decades, concentrating on the training of teachers, testing and evaluation, and program evaluation methods. Concludes that while adult reading has made substantial progress, it is still not a mature field. (FL)

Emphasizes that since adults seek basic reading instruction for a variety of reasons (e.g., to further job status, to improve skills for their children's sake), planning programs should provide theory-based instruction that focuses on learner needs. (NKA)