Discusses a variety of programs, practices, and materials available to the teacher of adult basic education. (MKM)

A national survey of commerical television stations concludes that programs for instruction in reading aimed at adults are limited in number. (RB)

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)

Reports on a survey of adult literacy programs in the United States, focussing on the issues of student recruitment and retention. Suggests that personal sources are better than non-personal for recruitment, and that extrinsic motivation and a pleasant social environment are factors that can prevent attrition. (ARH)

Presents a critical review of the research on the effectiveness of adult literacy programs. Suggests that the methods used in current literacy programs offer students little chance of significant improvement. (ARH)

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 a game used to teach adults to recognize and comprehend words and phrases basic to their lives. (TO)

Describes a reading program geared to meet the current needs and interests of inmates aged fifteen to 45. Also discusses implications derived from the program and of benefit to other reading instruction. (TO)

Reviews research that presents the criteria by which adult literacy program effectiveness can be assessed. (MG)

Provides an overview of literacy and literacy education in Morocco. Sketches the historical context, and then discusses literacy in formal school settings, adult programs, and needed improvements. (SR)

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)

Presents 10 tips for effective adult literacy programs, which were culled from presentations at the 1988 annual conference of American adult education directors. States that the key to success is having a sense of mission--nurturing a team spirit among the literacy program's staff and students. (RS)