There are an estimated 23 million functionally illiterate adults through the country; 30 million more have such limited proficiency that they are only marginally capable of being productive workers. The proportion of undereducated Appalachian adults is estimated to be substantially higher. Literacy programs offer hope, but are usually underfunded.…

Three hypothetical cases illustrating adoption of National Diffusion Network programs in adult basic education are used to identify problems that can occur when attempting program adoption or development of new programs. The importance of making the innovation one's own is stressed. (SK)

The three-stage self-directed learning model used with adult basic education teachers in Fairfax County, Virginia, has proven effective for staff development. The three stages are (1) collaborative self-evaluation and dialogue, (2) development of personal professional development plans, and (3) implementation and evaluation of the plans. (SK)

Discusses recommendations developed by Junto III of the American Association for Adult and Continuing Education concerning association responsibility, specific group action (full representation, socialization of new membership, generation of new research), and special needs. (CT)

Indicates that staff development is a fundamental part of adult basic education. Describes a staff development program used in New Mexico and makes recommendations for other programs. (JOW)

Discusses the needs of women who are returning to school for adult basic education. Provides suggestions for meeting the needs of this group in terms of professional action, counselor education, teacher training, grants, financial support, publication, and volunteerism. (JAC)

Reports the results of a national survey of the congressional, federal administrative, state-local operational, and structural issues related to the federal legislation on basic education for adults. (JOW)

Addresses the problem of why the millions of hard-core illiterate American adults are not being reached by adult basic education programs. Three factors are cited as frequent reasons for nonparticipation: (1) age, (2) satisfaction with present situation, and (3) poverty. (JOW)

A model for adult basic education (ABE) programs is presented in which emphasis is placed on the needs of the community for skills and labor supply rather than upon the internal needs of the individual. Eight variables over which the educator (including administration) has some control are delineated and strategies by which learning opportunities…

The goal of the National Center for the Study of Adult Learning and Literacy (NCSALL) is to conduct high-quality, relevant research that contributes to the improvement of the quality of education provided by adult basic educators. NCSALL has a commitment not only to conducting research but also both to ensuring that is it shared with…

This study investigates student understanding of the part-whole concept in mathematics at an independent two-year post-secondary institution in New Mexico. The mathematics portion of the Tests of Adult Basic Education (TABE) Summary Form was used as the evaluative instrument. Evidence for a lack of part-whole concept understanding as a hidden…

Thirty bibliographies of easy reading materials appropriate for adults are presented with full bibliographic information and a brief annotation. (SJ)

This article provides an overview of research relevant to the disadvantaged adult. A majority of the disadvantaged are excluded from participation in educational programs because of the nature of current educational programs, e.g., prerequisites to training. Inadequate background is highly related to unemployment and low aspirational levels. A…

A description of the Combination-Board"--a piece of equipment that integrates charts, flashcards and blackboards into the programmed steps of the Naya Din (New Day) adult literacy program used in West Pakistan. The method is inexpensive and can be used in self-instruction. (Author/JB)