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)

Reviews the literature dealing with ways of improving the effectiveness of adult basic education reading instruction in the areas of teacher training, teaching styles, instructional methods and materials, and adult learning patterns. Discusses the implications of the studies cited. (AYC)

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…

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)

Compares two approaches to teaching reading to adults: the eclectic, research-based method of Literacy Volunteers of America (LVA) and the phonics-based Laubach Literacy International. Concludes that LVA has the advantages of adaptability to student differences, a thorough evaluation system, and a superior published reading series. (SK)

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,…

Adult literacy is an integral part of today's educational movement and will continue to be a focus as changing needs of society are addressed. This bibliography presents annotations of 40 journal articles and ERIC documents dealing with instructional strategies in adult literacy. Annotations in the bibliography date from the period 1989-1992 and…

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 paper presents the organization and content of a two-week workshop designed for teachers of adult illiterates in New York State prisons. It explains why the "backwards" organization of practice to theory, rather than theory to practice, worked. It includes many specific teaching techniques for adult inmates who are becoming literate,…

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)