Describes the "Walking Teachers" program in Thailand, developed to bring functional literacy to all adults in the community where they live. The walking teachers have three functions: (1) teaching adult functional literacy, (2) overseeing nonformal educational activities, and (3) coordinating rural development activities in general. (CH)

The study evaluated the readability of warning labels on potentially hazardous substances sold in a grocery store. Findings indicated the reading level of half the key words ranged from 4th grade to 10th grade and that many words seldom taught to the moderately or severely retarded appeared frequently and others commonly taught appeared rarely.…

Describes the efforts of an inner-city elementary school teacher to create a functionally literate environment in the classroom by linking written language to classroom routines, giving children many opportunities to write and receive written communication, and encouraging group learning. Explains the teacher's role in creating a print-rich…

This study developed an inventory that could be used to assess adult beginning readers' attitudes toward reading in the three attitudinal dimensions of beliefs, feelings, and behaviors and in five reading situations identified by a sample of adult beginning readers. Suggested uses for the inventory were generated. (Author/CH)

Describes a functional education program, financed by UNICEF and developed in India, which offers meaningful solutions to the daily life problems of students in third world nations. Presents learning activities related to self-employment which include functional literacy skill development as a byproduct. (NEC)

This article examines the incidence of academic deficiency and functional illiteracy among offenders in a postsecondary prison education program. A descriptive analysis was conducted using aptitude test scores on reading, math, and language from 488 students in a medium security prison in Ohio. Results are presented and analyzed. (CT)

Argues that the obligatory nature of functional literacy does not deprive the individual freedom of thought and opinion, and that voluntarism in basic adult education in the United States has greatly contributed to putting the nation at risk and to keeping it a nation at risk. (HOD)

Education is a complex issue and no sweeping generalizations about it can be made. It follows, therefore, that there can be no simple answer to the student test score decline question. (Editor) Aspect of National Assessment (NAEP) dealt with in this document: Results (Utilization).

The adult basic education program has had little impact on reducing illiteracy among adults in the United States. Reasons include a bad funding formula, lack of measurable objectives, and curtailed federal project activity. (JDS)

Advocating the literacy campaign as the most appropriate and adequate means for dealing with large-scale illiteracy, this book presents eight case studies of national campaigns as examples and illustrations of this approach. The book notes that mass literacy campaigns are not the exclusive province of any particular ideology, but are possible…

The records of the 28th UNESCO general conference are divided into three parts. The first part contains the resolutions adopted by the UNESCO General Conference and the list of officers of the General Conference and of the Commissions and Committees. The second part contains the reports of the five UNESCO Program Commissions, the Administrative…

Describes the first Unesco Experimental Literacy Program. (SP)

A radical re-structuring of traditional schooling requires research into effective means of offering the whole population of developing nations access to the educational system: the role of mass media, means and limits of functional education, institutionalization of lifelong education. (JB)

A functional literacy program is not only an instructional problem but it must involve a social change strategy as well. The methodological problem lies in the integration of literacy with vocational knowledge, of the verbal with the teaching of manual skills, and of the core content with supporting program content. (EB)

Educational institutions at all levels must respect the dialects of Negro students and initiate programs of instruction in these dialects. Only in this way can discrimination in fact against this minority group in our culture be stopped. (CK)