Describes a case study that focused on the influence of the family's literacy interactions on all family members. Describes how, once the student learning to read (a 47-year-old father and grandfather) invited the family to take part in his learning, his reading improved, and the frequency and nature of family interactions changed. (SR)

Gatehouse Books in Manchester and Pecket Well College in West Yorkshire are publishers of adult basic education materials. They offer different and inspiring models for what can happen when adult literacy work merges with the activities and philosophy of the community writing and publishing movement. (JOW)

Reviews studies from 1979 to 1994 that examined adult reading achievement by comparing the efficacy of computer-assisted instruction with traditional methods. Finds that, despite considerable variability in design sophistication, 10 of the 21 studies found no statistically significant differences, 5 failed to indicate significance, 2 showed mixed…

Print material at an advanced reading level was revised for low literate individuals and given to a treatment group randomly chosen from 295 participants. Revisions had an insignificant effect on knowledge. It was recommended that materials for low-literate audiences be developed from scratch and not revised from existing material. (SK)

Data from 53 programs training literacy tutors in small group/collaborative methods showed that the model corroborated benefits of the approach for adults. Findings suggested that tutors, trainers, and learners need time to develop group process skills. Programs lacking a volunteer management system had difficulties supporting tutors and learners.…

Interviews 16 volunteer adult literacy tutors, finding that many of them do not implement strategies and practices currently recognized as most effective, but tend to implement strategies to which they themselves were exposed as learners, possibly leading to feelings of frustration and defeat for their clients. (SR)

Followup of 1,736 adult basic education (ABE) participants released from prison showed that (1) ABE completers had the lowest recidivism rates; (2) offenders at greater risk of recidivism benefited most from completion; and (3) ABE participation helped in postrelease job search and gave a sense of control. (SK)

In developmental reading classes, 33 adults were taught using diagnostic-prescriptive methods and 38 controls with a traditional programmed approach. Pre/posttest results from the Stanford Diagnostic Reading Test showed that experimentals had significantly higher inferential and total comprehension scores. Word recognition and comprehension…

Cost effectiveness analysis in terms of personnel, facilities, equipment, materials, and overhead was made of two adult basic reading programs: Technology for Literacy Center's tutor-based program and Principle of the Alphabet Literacy System (PALS), computer-assisted instruction. Costs per unit of gain in reading skills clearly favored the PALS…

Suggests that a combination of technologies is needed to meet the needs of adult basic education students. Describes the attributes of video-based, computer-based, and interactive technologies that lend themselves to the individuation necessary. (SK)

A group of 19 inmates took 3 spelling tests: the first following study of a blackboard word list, the second following students' copying of words from the blackboard, and the third following definitions of the words. A recall test showed that inclusion of meanings enhanced retention of vocabulary and spelling. (SK)

The motivation/immersion model of literacy centers on the individual and isolates literacy from context. A community development approach regards literacy as a function of social structure; based on this model, literacy education programs are respectful of the culture and idiom of the community. (SK)

Recent reports examining the federal Adult Education for the Homeless and Job Opportunities and Basic Skills programs conclude that adult education must consider the purposes for which participants will use basic skills and the barriers they face. A comprehensive human resource development system would include case management, use of formerly…

An Indiana survey of 113 of 248 adult basic educators, 113 of 117 trainers, and 23 of 29 continuing educators identified ethical dilemmas they face. Fifty-two percent believed a code of ethics should be created and enforced by professional associations, covering broad issues. Those who had experience with codes were positive about them. (SK)

The adult basic education program of the University of Natal (South Africa), in conjunction with a rural development agency, is intended to train literacy teachers and develop English-as-a-Second-Language teaching materials. One implication was that what may have worked at the village level needs reconceptualization for large-scale adaptation. (SK)