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)

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

Identification of the clientele of adult education programs will prevent difficulties which may arrive when individuals with varying degrees of literacy are combined under one learning program; findings indicate those for whom the programs are truly intended (the illiterate) drop out because of inferior feelings. (Author/JB)

Discusses the need for balance in the research and evaluation of adult beginning readers in seven areas: program success and failure, problem definition versus adult competence, reminiscence versus current requirements, call to action versus knowledge, sociological and instructional diagnosis, assumption versus honest appraisal, and reporting on…

In this paper, we discuss the Functional Adult Literacy Program (FALP) that we have developed in Turkey. FALP, which is taught by volunteer instructors, focuses on individuals who have had very little or no schooling. The two evaluation studies of the first three cohorts of the program indicate that FALP is significantly more effective than the…

It was hypothesized that a study skills package, based on active information strategies and incorporating test taking techniques, could be very beneficial to students enrolled in one of the four technical specialties courses in the Air Force Instructional System, a computer managed instructional system. The study skills materials consisted of…

Ten literacy pilot programs developed by the Adult Basic Education Society (ABES) of Pakistan in Gujranwala, Pakistan, between 1963 and 1973 were analyzed and evaluated to evolve a series of adult literacy program development guidelines. The programs were evaluated on the basis of an eleven-category evaluation system developed by Cyril Houle in…

The Indiana University Student Literacy Corps was developed through an existing reading practicum course offered by the school of education through the Reading Practicum center; (2) tutors met or exceeded the time requirements of performing voluntary, uncompensated service each week of the academic term; (3) the corps provided a tutoring service…

This document, which is intended to assist adult literacy staff development and training personnel working at the state, district, and program levels, contains considerations and guidelines essential for an effective, comprehensive staff development and training program. Discussed in Section 1, which is an overview of staff development and…

A model for evaluation planning of post-literacy programs involves listing possible evaluation needs, administration of evaluation, and dissemination of evaluation results for utilization by all potential users. Questions that should be pursued in evaluating post-literacy can be divided into these categories: (1) questions at the interface…

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)

Noting that, generally, low-literate adults in Labrador and Newfoundland (Canada) are being helped only through the altruistic efforts of literate volunteers, this paper argues that adult literacy must be professionalized and become an integral part of the education system. The paper begins with a brief discussion of the definitions of literacy,…

Botswana's national literacy program and its role in both democracy building and national development efforts is discussed in this paper. Literacy groups can be found in villages and towns throughout the country. The proportion of literate adults has increased from 34% in 1966 to 68.9% in 1993. Yet the absence of 81% of the eligible population…