During the past 20 years, international and bilateral assistance and funding agencies have become increasingly involved in evaluation activities in adult and nonformal education, especially in developing countries. The adult education field pioneered many approaches now advocated by specialists in program and project evaluation. Beginning in the…

An overview is provided of the issues related to the increase of adult illiteracy in the U.S. and the research, programs, and resources that have sought to move toward a solution of this problem. First, the magnitude of the adult illiteracy issue is addressed, with focus on the small proportion of people being served by literacy programs and the…

Adult illiteracy is a major social problem in America today; it is disproportionately high among the poor and minorities. Among the complex causes of illiteracy are ineffective schooling, intergenerational transmission of literacy or illiteracy (reinforced by poverty and discrimination), and rising standards of functional literacy. Beyond the…

The Standardized Data Reporting System, developed by Indiana University under contract to UNESCO for the evaluation of functional literacy programs, is described and reproduced in part. The system has never been used, but still stands ready; the author hopes that publicizing its existence will create a demand for its utilization. (AJ)

The first part of the two-part paper discusses the literacy campaign and a literacy pilot project. Part two describes how reading materials were designed for adults with the use of tribal traditional stories. (JB)

Some of the leading concepts of phenomenology have direct relevance for the practice of adult education. Adults bring to the learning experience a vast stock of assimilated knowledge. Very important to the process is the notion of critical reflection as a constituent of this stock of knowledge--the knowledge is not merely stored but is judged and…

Conditions of illiteracy and functional illiteracy frustrate the intent of laws like the Comprehensive Employment and Training Act (CETA) that provide job training and employment opportunities for the economically disadvantaged, unemployed, or underemployed. The Adult Education Act of 1978 should provide the basic educational skills needed by CETA…

By the early nineteenth century, religion and social necessity had driven literacy in western Europe and in the United States from an overall level below 20% to about 50% of all men in a little more than two centuries; women had benefited as well. In the middle of the nineteenth century, the state entered the business of education on a large…

Compiled for adults who have come late in life to reading, this bibliography is intended to add a humanistic dimension to their basic reading skills; it has been developed on the premise that mere coping skills are not enough for the adult reader. This cooperative program of librarians and literacy volunteers has assembled titles that range across…

TO HELP DISADVANTAGED INMATES WITH LOW READING LEVELS AND THOSE CONSIDERED FUNCTIONALLY ILLITERATE, THE DRAPER CORRECTIONAL CENTER IN ALABAMA EXPERIMENTED WITH VARIOUS READING IMPROVEMENT PROGRAMS. MOST SUCCESSFUL WAS THE READING IMPROVEMENT PROGRAM USING THE PERCEPTOSCOPE. ALL APPLICANTS WHO SCORED BELOW THE SEVENTH GRADE READING LEVEL IN THE…

THE PROGRAMING USED PRESENTS MATERIAL IN SMALL STEPS WHICH CALL FOR AN ACTIVE RESPONSE FOLLOWED BY AN IMMEDIATE CONFIRMATION. THE THREE-STEP CYCLE IS REPEATED FOR EACH PIECE OF MATERIAL. THIS TYPE OF PROGRAM ALLOWS SELF-PACING, LOW-ERROR RATE, HIGH MOTIVATION AND EASY DEVELOPMENT TESTING. THE PROJECT USED THIS TECHNIQUE TO TEACH READING TO…

SELF-INSTRUCTIONAL DIRECTIONS ARE INTRODUCED. THE LESSON BEGINS WITH ORAL REVIEW QUESTIONS. THE PRONOUN "IT" IS USED IN THE ANSWER. THE WORDS "LINE" AND "DRAW" ARE INTRODUCED. THE NEXT SEQUENCE INCLUDES THE INSTRUCTIONS FOR THE STUDENT TO READ SILENTLY. THE STUDENT IS NOT ASKED TO GIVE ANY ORAL RESPONSE. THE HELPER…

THE APPLICATION OF THE LAUBACH METHOD TO TEACH ILLITERATE ADULTS BY TELEVISION WAS REPORTED. THE PROGRAM INVOLVED 600 STUDENTS OF WHOM 250 COMPLETED THE COURSE OF STUDY. THE STUDENTS WERE ILLITERATES ABOUT 40 YEARS OF AGE WITH 2 TO 3 YEARS OF FORMAL SCHOOLING. LESSONS WERE PREPARED AND TELECAST USING MATERIAL DEVELOPED BY F.C. LAUBACH. CLASSES…