Discusses the different categories of literacy needs and gives suggestions on materials selection for literacy classes. (EKN)

Recruitment and retention programs must be dynamically and intimately involved with the personal needs of the individual and with service to the community and target populations. Adult educators must make a stronger appeal and commitment to the multiple motivations and needs of early school leavers and their communities. (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)

Summarizes a research study that explored the effectiveness of the Prime-O-Tec method, a multisensory technique for teaching sight vocabulary and comprehension, with disabled adult readers. Concludes that the listening, saying, seeing, and touching technique is effective with such a population. (FL)

Paid educational leave, although a recurrent topic of discussion, is not the highest priority in the concerns of British trade unions. In Italy, however, the trade unions have been largely instrumental in bringing about the introduction of "second chance" education extending beyond retraining. (Author)

The teaching of writing, an important element in reading instruction, is undervalued in literacy programs. Writing instruction must deal with negative attitudes, lack of self-confidence, and "writers block," as well as with mechanics. Many writing techniques can improve reading comprehension as well. They are essential to both tutorial or…

The authors present a method for translating assessed needs into goals and objectives for program development and evaluation. The outline of a six-step process is followed by specific suggestions for the use of an adult basic education advisory committee to carry out the procedure. (Author/SK)

Presents a checklist developed by the International Reading Association's Committee for Basic Education and Reading, which is designed to help teachers select materials to meet the special needs and interests of adult basic education learners and to make objective judgments based on a clear evaluation process. (MKM)

Adult Basic Education instructors need to be introduced to the Black dialect to dispel misconceptions about the abilities of Black English speakers and to develop activities to help Black students in becoming bidialectal. (SK)

The presence of age bias among counselors and educators of adults employed by basic education centers was investigated. Results showed that these persons tend to share the age biases typical of society at large. Variations due to age, sex, educational level, and occupation also emerged. (Author/CT)

Reviewing the development of the Adult Performance Level (APL) Project and its life coping skills curriculum, the author focuses on adoption of the APL Competency-Based High School Diploma Program in correctional institutions. (SK)

An adult basic education evaluation design should be directly related to realistic and assessable process and outcome objectives of a project. The design should be established early, and baseline data should be obtained prior to, or at least concurrent with, initiating the delivery of services. (CT)

Statistics of migrant workers employed by the Renault Auto Works are given. The educational program implemented for these workers by the Renault industry at Billancourt is described with particular emphasis on the teaching of French. (Text is in French.) (TL)

The terms, workers' education, labor education, and labor studies, reflect historical periods differing in curriculum content, student body, and basic objectives. (MV)