Argues that requiring student input and responsibility is an effective method for teaching reading to adults. (RB)

Describes how pornographic books were used in a successful three-month program designed to teach 15 low-income adult males how to read. (DD)

Making adults aware that they regularly pick out main ideas in their everyday lives makes it easier for them to do it in reading. (DD)

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)

An account of literacy programs in Poland, with emphasis on post-World War II developments. Recounts the author's experience in developing reading materials, and describes the aims, organization, and methods as set forth in the author's Primary Adult Education Guide. (JB)

This document offers "reciprocal questioning" as a technique that promotes active learning and that is a practical and powerful way to help students improve their reading comprehension. First, the technique is described in detail. Steps include selection of four to five paragraphs of text; preparation of 10-12 questions over the material,…

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…

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)

Describes the difficulties of teaching a reading class in a prison. Emphasizes the importance of sharing and of teaching based on democratic principles. Shows how using collaboration, perspective sharing, and children's literature helped to bond the class. Concludes that teaching inside a prison is different from teaching in a regular institution,…

A study sought to apply the Navy's Academic Remedial Training (ART) program to illiterate adults by concentrating on intensive reading instruction. Administrators from the City of Memphis selected 16 participants based on employee interest and need. They were primarily middle-aged, black males with four years of education who earned between…

The reading instructor working with adult "beginners" needs to have an open mind, be willing to be imaginative and adventurous, and think positively. The basic approach requires the instructor to build beginners' confidence; encourage beginners to participate fully, think for themselves, and learn to learn; involve beginners in planning; and…

This article reports some cautions to consider when too much emphasis is placed on phonic instruction, especially with adolescent and adult learners. The importance of developing automaticity in word identification and fluency in reading rate is discussed. Six specific procedures designed to improve reading fluency are outlined. (Author/CT)

Extensive reading is an approach to teaching reading that has been utilized with English as a Second Language (ESL) learners, but not widely used in the adult literacy classroom. This article investigates whether this approach can be utilized in a classroom for adults who have difficulty with reading. A description of our implementation of…