Identifies critical variables that underlie young adults' performance on document literacy tasks from the National Assessment of Educational Progress's Young Adult Literacy study. Argues that the variables identified and document grammar developed could help improve the usability of documents, assist readers in understanding documents, and develop…

This study described the reading processes of adults in reading programs by collecting oral reading miscues and retellings from 122 adults at reading levels one through eight. Results of factor and cluster analysis revealed the need to look beyond levels of word identification and comprehension in understanding how adults read. (JOW)

Discusses the marketing and promotion of adult literacy programs. Indicates the need for a comprehensive plan to serve targeted students effectively. (JOW)

Examines assumptions (such as "every adult can read to some extent" and "adult students will be well motivated") held by a veteran high school social studies teacher before he began teaching adults how to read. Discusses how some of the assumptions were valid, some invalid, and others partly valid. (RS)

Describes how creative writing led to a development in literacy and had a therapeutic effect for incarcerated youths in a county jail. States that six inmates composed and recorded a rap song "How to Stay Out of Jail" as a caution to their younger siblings. Concludes that this improved the inmates' self-esteem and helped them reevaluate…

William Glasser's Reality Therapy approach proposes seven stages to challenge adults to become involved with learning: establish supportive relationships, evaluate behavior, develop a learning plan, achieve commitment, accept no excuses, eliminate punishment, and refuse to give up. (SK)

The rationale for publishing adult literacy learners' work can involve disrupting existing power relations and giving voice to the marginalized. How work is published can also be an opportunity to alter the balance of power; for example, by having learners be the publishers, editors, and so on. (SK)

Looks at the increasing rate of illiteracy in developing countries and the role of family literacy programs in combating the trend. Describes family literacy programs as different from traditional literacy programs in that they are designed to maximize the probability that adults will succeed in transferring their new beliefs, attitudes,…

Fostering storytelling in adult literacy programs helps learners build confidence, gain experience in using literacy skills, and encourages a sense of community. (SK)

Reports on a survey of two groups of prison inmate-students and tutors about their reading, past and present, and to what factors they attribute their current reading levels. Finds that reading-proficient inmates see reading as having a purpose, whereas those who did not develop reading proficiency may have been influenced by physical or…

It is argued that there are particular kinds of literacies, each defined by its own characteristic format, style, and context of use. The significant question for the future is not "How literate?" but "Literate how?" (13 references) (LB)

Two articles are referenced that note the importance of understanding the contradictions underlying literacy program policies and practices. They underscore the importance of ethnographic research as a means of informing policy. Implications are discussed. (Contains 21 references.) (Author/LB)

Critical thinking is examined as a set of skills and a means for social change. It is presented as not just higher order thinking but also a search for the social, historical, and political roots of conventional knowledge and an orientation to transform learning and society. (Contains 15 references.) (LB)

In a 6-week program, 19 parents were taught to teach their children the alphabet and phonics, empowering these socially and economically disadvantaged adults to be partners in their children's education. (SK)

Details the design and implementation of a rolling review process for community-based adult literacy programs. Describes four steps: documentation to become "review ready," collection of feedback from participants and key informants, site visit by reviewers, and use of the evaluation report as a planning tool. (SK)