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)

Discusses a study to evaluate the effectiveness of the Initial Teaching Alphabet as a medium for remedial teaching of those who were behind in reading ability by five grades or more. (JOW)

Offers evaluation methods based on criteria that relate directly to instructional techniques appropriate for adult learners, benefit both teacher and student, and preserve the integrity of the mature student. (Author/FL)

Points out the importance of public librarians becoming informed about learning problems, particularly reading disabilities. Some of the causes of reading problems are discussed and resources are cited which librarians can recommend to parents and teachers. A bibliography is appended. (LLS)

Discusses the latest research findings and includes teaching strategies successful with aged readers. Exploration of appropriate reading materials and teaching strategies needs to be performed. Educational needs and interests of the elderly need to be identified so that reading programs offered actually are attended. (Author)

Describes how an Ohio effort to use authentic literature (specifically picture books and young adult literature chosen as appropriate for adults) with adult learners has been successful in varied programs across the state. Notes that the program has fostered students' involvement, critical thinking skills, and love for reading. (SR)

A class of 15 adult literacy students was provided reading instruction and training in self-evaluation skills; a control group of 15 did not receive such training. Data revealed both groups to be overestimators of their reading performance. More experimentals overestimated their performance after training. No differences were found in reading…

The multitext approach to teaching reading to diverse groups of adults involves the teacher in selecting a topic and several books. Students follow a seven-step process that actively engages them in defining their knowledge of the topic and taking responsibility for choosing a text and reading to answer questions about the topic. (SK)

Discusses the need for balance in the research and evaluation of adult beginning readers in seven areas: program success and failure, problem definition versus adult competence, reminiscence versus current requirements, call to action versus knowledge, sociological and instructional diagnosis, assumption versus honest appraisal, and reporting on…

A literature review identified strengths and weaknesses of the Principle of the Alphabet Literacy System, a computerized adult literacy program, concluding that it showed no consistent achievement effects. Far less expensive technologies that could achieve the same goals with greater flexibility are available. (SK)

The Christian Literacy Series includes a prereading program and four books of lessons with teachers' manuals. Despite the size of the text and the need for special tutor training, the series has a unique approach that includes Biblical narrative and scriptural content in lessons and is appropriate for adults, children, or family literacy. (SK)

Principles to guide practice for adult beginning reading are (1) a positive rapport; (2) self-revelation; (3) a partnership approach to learning; (4) celebration of success; (5) relevant material; (6) continuous student assessment; (7) reinforcement of literacy skills; (8) mutual respect; (9) a philosophy of reading; and (10) a risk-taking…

Discusses adult literacy and the need for appropriate instruction to prepare workers for job-related reading. (MG)

Five adult day-care clients (average age 66) read passages using Question Answering Reading (QAR) for 6 weeks; 5 read passages normally. QAR produced more social interaction and better comprehension and retention, both when the researcher and when a staff member served as group leader. (SK)

The current paper examines the design process that led to an unusually successful interactive tutorial for older people. The paper describes the issues that make designing for older people different. These include differences between the designer and the target population and the difficulty that older people have in interacting with low-fidelity…