Points out that literacy is often a volatile issue in developing countries, where it is often seen as a key to liberation. Introduces a model for identifying and categorizing the goals and philosophies of literacy projects, programs, and campaigns of the world. (ARH)

Notes similarities in Paulo Freire's literacy method, William S. Gray's model of reading, and H. Alan Robinson's recommendations for reading instruction based on psycholinguistics. (MKM)

In spite of the fact that Shakespeare is difficult to read, as an adult the author thinks Shakespeare is worth reading for the message. (MKM)

Describes closed and open word sorts and their use for vocabulary development with adult literacy students. Suggests that the sorts enable them to rehearse new vocabulary, discuss various word classifications, and develop convergent and divergent thinking through deducing the defining characteristics or words. (SR)

Advocates the use of storytelling in adult literacy classes. Includes a list of titles successfully used. (SR)

Based on research gathered from literacy projects that utilize computers, recommends that computers be used in adult literacy programs. Points out that computers provide privacy, feedback, individualization, a feeling of control, and flexibility. (ARH)

Highlights the need for occupational literacy programs and provides brief guidelines for reading specialists interested in helping to develop such programs. (Auth/ARH)

Remarks on recent articles and books regarding literacy and reading in America. (SR)

Describes "Talking Drawings," a strategy translating mental images into simple drawings, which helps students at all levels bridge the gap to better comprehension and learning.(SR)

Discusses the National Literacy Mission (NLM) launched in 1988 in India. Notes the barriers to successful campaigns for literacy in India. Describes the reasons for the particularly successful campaign in the state of Kerala, including the fact that it was in every sense a people's campaign. (SR)

Cites attempts to define and assess adult literacy, noting the trend toward real-life performance-task items which are criterion referenced. (MKM)

Explores the reasons why publishing for new literates in Asia poses problems. Clarifies the concepts and roles involved in the development, production, and dissemination of reading materials and points out the resources that can be enlisted in a literacy mobilization effort. (HTH)

Assesses adult illiteracy in the Federal Republic of Germany, reinforcing some observations on the situation in the U.S. and other industrialized nations. (RAE)

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)