There is no one structural model that defines the construct functional literacy. However, acceptable construct definitions in the literature cumulatively form some beginnings for a nomological network that relates functional literacy to the level of skills deemed necessary for survival in society. In the study, two different validation…

In every Asian country, the majority of the adult population has less than primary education. With the high rate of population increase and national development goals of industrialization and modernization of agriculture, the problem of illiteracy should be expected to become increasingly severe unless adult literacy plans are systematically…

The article reports on a pilot program designed to provide simultaneously an effective education in family life planning and improved training in literacy skills for Turkish adults, carried out by a non-profit making American organization. Curriculum design, teaching methods, and material aids are included, with research results. (Author/AJ)

The U.S. Office of Education funded the Adult Indian Education Project (AIEP) for 15 months to identify literacy levels and educational needs of adult American Indians in Oklahoma. Using Native American field interviewers, the AIEP surveyed a 1.8% random sample of adults from 19 tribal groups representing 70% of the Indian population of Oklahoma.…

Three motivating factors are discussed as they relate to the adult illiterate: social-cultural forces; interests and needs; and methods, techniques, and devices. (MW)

THE PRONOUNS INTRODUCED IN LESSON 8 ARE REVIEWED THROUGH QUESTIONS AND ANSWERS. A DOUBLE QUESTION IS USED AND EXTENDED IN TWO SEPARATE FRAMES. THE FIRST QUESTION CONTAINS THE NEW WORD "WHO" AND IS SPOKEN BY A HELPER. AN EXAMPLE OF PRONOUN REVIEW IS "WHO IS THIS."--THE PICTURE DISPLAYS A THIN MAN IN A ROOM. "THIS IS THE…

THE INTRODUCTION OF PRONOUNS IS CONTINUED. "HIM" AND "HER" ALONG WITH THE POSSESSIVE "S" ARE INTRODUCED. THROUGH THE INTRODUCTION OF THE POSSESSIVE CASE, THE LESSON ALSO CONTRIBUTES TO THE DEVELOPMENT OF THE CHARACTERS WHO APPEAR IN THIS AND EARLIER LESSONS. INFORMATION ABOUT THE CHARACTERS IS PRESENTED. FOR EXAMPLE,…

LESSON 7 BEGINS THE SECOND QUESTION AND ANSWER SEQUENCE IN THE FIRST UNIT. THE FUNCTION OF THIS SEQUENCE IS TO REVIEW ALL THE PREPOSITIONS INTRODUCED IN LESSON 6. THE NEW WORD "WHERE" IS INTRODUCED BY THE HELPER'S ASKING A QUESTION CONTAINING THE WORD "WHERE." THE STUDENT ANSWERS BY READING THE ANSWER UNDER THE PICTURE. THE…

THE LESSON INTRODUCES THE LAST POSSESSIVE PRONOUN FOR THIS UNIT, THE WORD "THEIR." THE POSSESSIVE CASE AND ALL THE POSSESSIVE RELATIONSHIPS BETWEEN CHARACTER AND OBJECTS ARE THEN REVIEWED IN A QUESTION AND ANSWER SEQUENCE. THE WORD "WHOSE" IS CONTAINED IN SOME QUESTIONS. FINALLY, THE LESSON INTRODUCES "QUESTION" AND…

THE NAMES OF FOUR FOODS - CORN, MILK, BREAD, AND HAM - ARE INTRODUCED BY LINKING THEM WITH PICTURES. A NEW ARTICLE, "THIS," IS INTRODUCED. DISCRIMINATION IS DRAWN BETWEEN "THIS" AND "THE." A SEQUENCE TEACHES THE DIAGRAPH "TH." THE ARTICLE "A" AND THE VERB "ARE" ARE INTRODUCED. THE STUDENT…

THE NOUNS--TABLE, DOOR, ROOM, HOUSE, AND BED--ARE INTRODUCED BY PRESENTING THEM WITH APPROPRIATE PICTURES. THE RELATIONSHIP IS MADE STRONGER BY A DEMAND FOR RECOGNITION IN SITUATIONS WHERE NOUNS ARE COMPARED AND CONTRASTED TO PICTURES. "THE" AND "AND" ARE INTRODUCED BY VISUAL AND ORAL CUES FROM A HELPER. FURTHER DISCRIMINATION…

LESSON 4 BEGINS THE INTRODUCTION OF QUESTIONS AND ANSWERS. THE HELPER BEGINS BY ASKING A QUESTION. THE STUDENT RESPONDS BY READING THE SENTENCE INTRODUCED IN THE LAST LESSON. NEXT, THE QUESTIONS ARE READ BY THE STUDENT. PUNCTUATION IS INTRODUCED--QUESTION MARKS DENOTING QUESTIONS AND PERIODS INDICATING ANSWERS. THEN THE STUDENT IS ASKED TO READ A…