Examines three myths regarding the undereducated and discusses the realities in each situation. The myths discussed are: (1) learning and education occur only in the classroom; (2) the more formal education one has, the more one is educated; and (3) those who fail in school are stupid or dumb. (JOW)

Describes the techniques used by the tutor of an illiterate firefighter to help him master in one semester a college textbook on emergency medical procedures. (WD)

Posits that adult education programing must change functionally if it is to be effective. There is an over-emphasis on textbook teaching which impedes adult education. (JOW)

In spite of the fact that Shakespeare is difficult to read, as an adult the author thinks Shakespeare is worth reading for the message. (MKM)

Explains how poetry can be an important part of adult literacy teaching. Provides exercises to stimulate creative writing. (JOW)

Networking for adult literacy can provide opportunities for influencing legislation, enhancing communication among professional organizations, disseminating research findings, and generating funding for adult literacy programs. (JOW)

Demonstrates how Gibb's principles of learning have influenced case study outcomes from a holistic perspective. Presents abstracts of strengths, weaknesses, and instructional strategies from 15 case studies and compiles the information to present an instructor/learner situation. Principles of the holistic approach to teaching adult literacy are…

Three types of journals useful with adult literacy learners are reader response journals, in which learners record responses to texts; dialog journals, in which teachers and learners alternate entries; and self-esteem journals, assignments that enable reflection on life issues. (SK)

Argues that family literacy programs can use children's literature as a vehicle for adults to explore their experiences, to develop a tolerance for different points of view, and to find time to engage in personal reflection. (SR)

Combining video and other visual aids with a work of fiction shows promise in interesting adult students not only in a particular novel but in other works of fiction. Creative teachers can use such materials to excite adult learners about fiction and reintroduce them to a pleasurable and personal aspect of literacy. (Author/JOW)

Describes closed and open word sorts and their use for vocabulary development with adult literacy students. Suggests that the sorts enable them to rehearse new vocabulary, discuss various word classifications, and develop convergent and divergent thinking through deducing the defining characteristics or words. (SR)

Advocates the use of storytelling in adult literacy classes. Includes a list of titles successfully used. (SR)

Florida's Adult Literacy Leadership Training Project, based on a survey of administrators, instructors, and literacy advisors, identified the training needs of literacy providers and created a professional development infrastructure. It was concluded that, if certain training needs were met, the issue of professionalization may take care of…

Misconceptions include the following: (1) literacy changes the way people think; (2) illiteracy will soon be eradicated; (3) U.S. literacy is far worse than elsewhere; (4) U.S. government has made major investments in literacy; (5) increased public awareness has led to significant improvements; and (6) better applications of technology will solve…