Focuses on the concept of common sense and explores the potential conflict between common sense and book learning as it relates to the approach to culture in adult basic education. (JOW)

Reviews the federal involvement in adult basic education since 1964 and develops an initial list of major issues affecting discussions about the reauthorization of the Adult Education Act. (JOW)

Discusses a study that determined that there was little relationship between the self-concept and occupational aspiration of adult basic education students. (JOW)

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…

Discusses the language experience approach (LEA) to teaching adults to read. LEA capitalizes on the adult's rich experience and advanced learning and speaking skills. (JOW)

Discusses reasons why the Adult Basic Education program which began in 1965 is not considered to be on a par with other public education programs and what needs to be done to expand its services to populations not now served. (JOW)

Educational and cultural activities of the Histadrut, the General Federation of Labor long responsible for workers' education in Israel, are described. Also discussed are immigrants' education, women's education, the Israeli Arab, and cooperative Third World programs. (SK)

Adult Basic Education instructors need to be introduced to the Black dialect to dispel misconceptions about the abilities of Black English speakers and to develop activities to help Black students in becoming bidialectal. (SK)

An adult basic education evaluation design should be directly related to realistic and assessable process and outcome objectives of a project. The design should be established early, and baseline data should be obtained prior to, or at least concurrent with, initiating the delivery of services. (CT)

The authors discuss voluntarism, citizen involvement, adult education, and why and how adult educators should train suitable volunteers for service in adult education. They offer guidelines for administrators of a voluntary operation. (MF)

The author examines some of the barriers to learning found in public schools and concludes with an alternative which has the potential of providing a different philosophic basis for adult basic education programs, a literacy technique developed and implemented by Paulo Freire in Brazil. (MF)

The author analyzes four informal reading inventories (IRIs) designed for adult students. Evaluative data presented for each IRI include the following: information on word lists and passages and on comprehension questions, estimates of difficulty based on the Fry index of readability, and a summary of scoring and evaluation guidelines. (SK)

The relationship established between the Adult Basic Education (ABE) student and teacher in the first minutes of the student's first visit is crucial to the student's motivation and future learning. An ABE instructor suggests strategies to achieve immediate rapport and at the same time determine the student's needs and wanted skills. (MF)

Describes impressions of Cuba and its education system eighteen years after the Revolution, from a trip by students and teachers mostly from Florida State University (Tallahassee). Cuba emphasizes adult education, both basic and continuing. Through an intensive campaign the literacy rate was raised to and remains at 96.1 percent. (MF)

Describes the adaptation of the "survival schools" concept and adult education techniques to the incarcerated Indian, teaching both the acceptance of "Indianism" and the skills and attitudes for coping with the dominant culture. (SK)