Describes a project in which adults used everyday material such as newspapers and paperbacks as the core of instruction. (MKM)

Two-way cable television proved to be an effective way to provide instruction in GED and pre-GED skills in Spartanburg, South Carolina. (MKM)

Dialect differences are a significant factor in learning to read for English-speaking adults. These differences can be used constructively to help students learn about various features of formal and nonformal English. Emphasis should be on helping students use their experiences to make global sense of the passages they read. (Author/CH)

Describes a study that identified and ranked the major competencies and attributes needed by beginning volunteer literacy tutors of English-speaking adults. Results implied that during the preservice training of tutors, emphasis should be placed on developing interpersonal skills and awareness. (NRJ)

The Dallas Public Library offers special services that take the form of separate collections of materials for adults beginning to read, and for adults beginning to read in English; tours of the library for groups of adult basic-education students; and special bookmobile services to adult basic-education classes. (MF)

Discusses the multi-modal approach to basic-level reading instruction and methods by which the teaching of reading skills can take place in a multi-modal context. Identifies the philosophical view of adult reading-skill acquisition which serves as the foundation of the program. (JOW)

Discusses a study to evaluate the effectiveness of the Initial Teaching Alphabet as a medium for remedial teaching of those who were behind in reading ability by five grades or more. (JOW)

Offers evaluation methods based on criteria that relate directly to instructional techniques appropriate for adult learners, benefit both teacher and student, and preserve the integrity of the mature student. (Author/FL)

Points out the importance of public librarians becoming informed about learning problems, particularly reading disabilities. Some of the causes of reading problems are discussed and resources are cited which librarians can recommend to parents and teachers. A bibliography is appended. (LLS)

Discusses the latest research findings and includes teaching strategies successful with aged readers. Exploration of appropriate reading materials and teaching strategies needs to be performed. Educational needs and interests of the elderly need to be identified so that reading programs offered actually are attended. (Author)

Describes how an Ohio effort to use authentic literature (specifically picture books and young adult literature chosen as appropriate for adults) with adult learners has been successful in varied programs across the state. Notes that the program has fostered students' involvement, critical thinking skills, and love for reading. (SR)

A class of 15 adult literacy students was provided reading instruction and training in self-evaluation skills; a control group of 15 did not receive such training. Data revealed both groups to be overestimators of their reading performance. More experimentals overestimated their performance after training. No differences were found in reading…