Learning disabilities is the theme of the latest issue of "Focus on Basics," the World Education publication that brings together research, policy, and practice in adult basic education. Starting with an update on research on neurobiology and dyslexia, this issue also examines how the adult basic education system supports students with…

Indicators of program quality for adult basic education programs, developed by consultants, are assessed as they might be applicable to English-as-a-Second-Language (ESL) program evaluation. Sample quality indicators were developed in the areas of program context (i.e., organizational structure of service delivery, participant characteristics),…

The New York City Adult Literacy Initiative is described and evaluated. The program served about 50,000 adult learners in program year 1988-89. The initiative includes programs of the City University of New York, the New York City Board of Education, community-based organizations under the direction of the Community Development Agency, and three…

Although basic skills and English language instruction are often viewed as real needs at the workplace, few companies provide this for their workers. Those that do are motivated by one or more of these factors: product quality improvement, commitment of top management to training and education, or the sales effort of an educational provider. Those…

The manual provides a checklist for administrators responsible for developing, implementing, and evaluating an Adult English as a Second Language Program. The checklist consists of four sections: philosophy, administration and organization, program development and operation, and program impact. For each section there is a series of specific…

A 1994 Department of Education national evaluation of federally-supported adult education programs looked at programs' effectiveness in improving literacy skills, English language proficiency, and secondary school completion. National policy on adult literacy education is articulated in the Adult Education Act (AEA) and National Literacy Act,…

This guide offers ideas for adult literacy curriculum development using a participatory approach. Its intent is not to prescribe a curriculum but to raise issues associated with the varied needs of limited-literacy students and with development of curricula to address these needs. An introductory section discusses how the guide evolved and can be…

Based on an earlier study of approaches to training English-as-a-Second Language (ESL) and adult basic education (ABE) instructors, the current report draws implications and makes recommendations for delivering effective staff development. The five implications are that: (1) ABE and ESL teachers, volunteer instructors, and trainers will attend…

This 1975 handbook consists of three books to be used, together or independently, by administrators in developing, implementing, and evaluating an adult English-as-a-Second-Language (ESL) program. The first book, an administrator's checklist, is designed as an inventory that specifies succinctly the critical and significant program elements. The…

The Refugee English Language Training (ELT) Task Force, convened by the California State Department of Social Services, collected and reviewed records of refugee ELT programs statewide, conducted site visits and public input meetings, and reviewed literature concerning adult basic education and refugee literacy education. The study and results are…

A 30-month study was designed to provide a comprehensive examination of training for teachers and volunteer instructors in adult basic education (ABE) and English as a Second Language (ESL). Phase I provided a systematic examination of the delivery and content of training. Three primary research activities were collection of extant data on staff…

The delivery and content of training for teachers and volunteer instructors in adult basic education (ABE) and English as a Second Language (ESL) were documented in a study. Two sources of information were the research literature and extant data from states on training activities. Findings indicated that training for adult education teachers and…

An investigation of English-as-a-Second-Language (ESL) services for adults in the United States is reported. The goal was to examine ESL services as a national system and determine how well that system meets the needs of limited-English-proficient adults and the nation as a whole. The study had two phases: (1) review of literature, information…

The handbook provides for the administrator of Adult English as a Second Language Programs detailed information in the following areas of program design: program requirements and funding, program development, program implementation, staff development, and program evaluation. The discussion of each of these areas is subdivided topically and, where…