Two tests of oral English ability are described and presented: (1) the Oral Placement Test, and (2) the Oral Production Test, which contains three forms for three levels. The tests may be used for placement or diagnosis. Each student is tested individually; the placement test takes five minutes, and each achievement test takes less than ten…

Student retention in Adult Basic Education (ABE) programs is the focus of this monograph. The means for solving the dropout problem in ABE programs are discussed from the answers to questions of why students enroll in ABE, what basic needs should be considered early in an ABE program, what procedures should be followed in orienting new students,…

Adult basic education (ABE) is an ideal venue for developing health literacy skills. Literacy and numeracy assessments used in ABE were identified and the most common were examined for health components. Only the Comprehensive Adult Student Assessment System (CASAS) included health. The two most common health literacy assessments used in general…

Four tests, the Oral Placement Test, and Oral Production Test Levels I, II and III are designed to measure auditory comprehension, oral production, the ability to ask questions and conversational skills. The instruments are appropriate for use in adult basic education programs. The placement test can be used to place students at various class…

The paper states and proves three propositions regarding the usefulness of the ITED (Iowa Tests of Educational Development) in preparing adult basic education students to take the GED tests. The first proposition, that the ITED can be a useful practice test for GED candidates, is supported by the fact that the ITED tests are designed to measure…

A study sought to identify and examine key factors that influence adult basic education (ABE) mathematics instruction in Massachusetts and to develop a detailed picture of the adult basic math learning environment. Phase I involved a survey by questionnaire directed at the entire Massachusetts population of instructors and program directors…

Intended for those who have had no technical training in the teaching of basic reading, this manual provided step-by-step instructions so that inexperienced tutors can apply professional approaches to teaching reading. The chapters of the book discuss the problem of functional illiteracy, the profile of a good literacy teacher, the profile of an…

This material provides an initial assessment procedure to help identify the level of basic skills competence of people entering education or training. It is based on Adult Literacy and Basic Skills Unit Standards that describe how and to what level of performance adults should be able to use communication and number skills. The material can be…

A study evaluated different approaches to placing students in adult literacy classes using 168 adult basic education (ABE) and General Educational Development (GED) students. Students in classes at Rochambeau School in White Plains, New York, were given the Tests of Adult Basic Education (TABE), the Tests of Adult Literacy Skills (TALS), an oral…

Intended for numeracy tutors, teachers, and trainees, this handbook provides guidance about teaching numeracy. Chapter 1 examines the extent of the numeracy problem in Great Britain, the kind of experiences that students may encounter in grappling with numerical concepts, and the range of ways in which numeracy is taught. Chapter 2 includes four…

This guide is designed to provide private industry councils (PICs) with information on developing workplace literacy or job-related basic skills programs. Chapter 1 contains an overview of the nation's literacy problem and how it affects business and is designed to provide PIC members with background information to use when discussing the problem…

In the Illinois public community colleges, disadvantaged student grant funds are allocated by formula, with each eligible college receiving a basic grant of $20,000, and the remaining appropriation distributed to each district based on the number of credit hours produced in the remedial and adult basic and secondary education funding categories…

The 20 articles appearing in the January, 1971, issue of The Illinois Journal of Education reflect the concept of continuing education as viewed by various agency representatives of Illinois government and by outstanding adult educators throughout the State. Article titles are: Why a Continuing Education Program?; An Associate Degree from Schools…

Several issues should be considered in selecting assessment instruments and procedures for use in adult literacy programs. Teachers must consider the purpose of the assessment; the appropriateness of the assessment instrument for adults; the reliability, validity, and practicality of the instrument; whether the assessment is culturally sensitive;…

In the Illinois public community colleges, disadvantaged student grant funds are allocated by formula, with each eligible college district receiving a basic grant of $20,000, and the remaining appropriation distributed to each district based on the number of credit hours produced in the remedial and adult basic and secondary education funding…