The directory seeks to list all active Adult Literacy Instruction Programs run by local education authorities in England and Wales. It includes the following information regarding the programs: goals of individual programs, addresses, telephone numbers, responsible persons, a brief program description, and the date of the commencement of the…

More than 50 percent of the world's adult population is unable to read or write at all. Since many of the tutors of adult illiterates have not had training in the teaching of reading, this booklet was written to introduce these tutors to the practical aspects of an area which has a vast literature of its own. The eleven sections in the booklet…

Part 1 of this report reviewed the three week teacher-training institute held at the University of Delaware during July and August 1971. Part 2 reviews some of the followup strategies used and demonstrated throughout Federal Region 3 over the past year (July 1971 to July 1972). Two model teaching demonstrations were developed and used throughout…

The Intern Training Program in the Learning Assistance Center (LAC) at California State University, Long Beach, represents a systematic training program for college reading/study skills specialists. The internship consists primarily of participants processing information on the rationale, operations, and procedures of a Learning Assistance Support…

The Right to Read campaign is a national effort to eliminate illiteracy by 1980 and is funded by federal, state, local, and private contributions. First, it seeks to focus national attention on the fact that close to nineteen million adults and seven million children in the United States are functionally illiterate. Second, Right to Read is trying…

The relationship of reading ability to passing the Interpretation of Reading Materials sections in social studies, science, and literature of the General Education Development (GED) test is assessed in this paper, and procedures for developing reading skills related to the test are suggested. Information about types of questions asked,…

A deposit collection of library materials in a familiar place may be the only way disadvantaged adults will learn that the public library has something for them. Many libraries have used deposit collections successfully in serving this group by placing them in classrooms, in bookmobiles, in crossroads stores, in private homes, in clinic waiting…

Ways in which the National Reading Center can help business, industry, and occupational training agencies expand and develop reading programs for disadvantaged adults are explored in this publication. An annotated bibliography provides basic information sources such as periodicals, instructional materials, and other information services. Company…

Refutes six arguments commonly used to discredit remedial teaching of decoding skills to young adults in order to motivate both researchers and teachers to reexamine the role of decoding skills in reading in the upper grades and beyond. (SKC)

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)

Discusses techniques to use with adult beginning readers in the areas of (1) assessment (i.e., interviewing, voice pointing); (2) discussion (i.e., explaining approaches, incorporating interests); and (3) instruction (i.e., assisted reading, progress tracking). (CH)

Reading, self-esteem, auding, and verbal language levels were measured for 132 youths and adults entering a tutorial program. Results showed that the subjects had low levels of auding, verbal language, and reading, but self-esteem was not significantly related to the other variables. Auding and verbal language skills were shown to be important to…

Non-reference guidance is not available at many public libraries. One fifth of the respondents to a questionnaire indicated that they had some type of formal program but several had funding problems. The history of and need for reader advisors is presented. (22 references) (DH)

Discusses barriers to self-direction in the adult learner and their implications for the program of reading instruction. Recommends methods by which these barriers can be surmounted. (NRJ)

Discusses open entrance/open exit programs designed to prevent attirtion in adult reading programs for students who have not completed high school. Offers suggestions for encouraging success within such programs. (FL)