Traces the progress of a beginning adult reader along the literacy continuum shown by child readers. Provides suggestions for teaching reading and writing to beginners which build on a learner's personal experiences and knowledge of language. (ARH)

Argues that requiring student input and responsibility is an effective method for teaching reading to adults. (RB)

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)

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)

Describes public library materials appropriate for adult literacy students and suggests methods of incorporating them into instruction. (AEA)

Three contributors discuss using advertising slogans in writing instruction, setting up a paperback book lending center in an industrial cafeteria, and the effect of reading supervisors' expertise on junior high school students' reading achievement. (AEA)

Describes the lack of substantial knowledge base about the nature of adult reading schemata and adult skill acquisition processes, posits reasons for the lack, and points out areas in adult reading that need to be addressed by researchers, such as materials, programs, and instructional methods. (SKC)

Contains information on a vocabulary game for the content areas; maintaining teacher morale through weekly team meetings; using the typewriter in an adult literacy program; and rewarding completed performance contracts with free books. (JT)

Describes an unsuccessful attempt at teaching a well-motivated adult non-reader to read. Details different approaches that were tried, such as the sight method, auditory methods, tactile methods. Suggests ways to avoid reading failure in adults, such as checking for disabilities, and getting to know the student. (SKC)