A deposit collection of library materials in a familiar place may be the only way disadvantaged adults will learn that the public library has something for them. Many libraries have used deposit collections successfully in serving this group by placing them in classrooms, in bookmobiles, in crossroads stores, in private homes, in clinic waiting…

Ways in which the National Reading Center can help business, industry, and occupational training agencies expand and develop reading programs for disadvantaged adults are explored in this publication. An annotated bibliography provides basic information sources such as periodicals, instructional materials, and other information services. Company…

Refutes six arguments commonly used to discredit remedial teaching of decoding skills to young adults in order to motivate both researchers and teachers to reexamine the role of decoding skills in reading in the upper grades and beyond. (SKC)

Describes a project which ranked over 100 adult disabled readers by ability level. Provides profiles of disability types, and makes suggestions for teaching strategies appropriate to each level. (ARH)

Discusses techniques to use with adult beginning readers in the areas of (1) assessment (i.e., interviewing, voice pointing); (2) discussion (i.e., explaining approaches, incorporating interests); and (3) instruction (i.e., assisted reading, progress tracking). (CH)

Reading, self-esteem, auding, and verbal language levels were measured for 132 youths and adults entering a tutorial program. Results showed that the subjects had low levels of auding, verbal language, and reading, but self-esteem was not significantly related to the other variables. Auding and verbal language skills were shown to be important to…

Non-reference guidance is not available at many public libraries. One fifth of the respondents to a questionnaire indicated that they had some type of formal program but several had funding problems. The history of and need for reader advisors is presented. (22 references) (DH)

Discusses barriers to self-direction in the adult learner and their implications for the program of reading instruction. Recommends methods by which these barriers can be surmounted. (NRJ)

Discusses open entrance/open exit programs designed to prevent attirtion in adult reading programs for students who have not completed high school. Offers suggestions for encouraging success within such programs. (FL)

Describes the elementary school that won the 1996 National PTA Reading/Literacy Award. The PTA helped create a literacy center program designed to teach adults to read so they could help their children read. The article also describes the five runner-up programs for the award. (SM)

Compares two approaches to teaching reading to adults: the eclectic, research-based method of Literacy Volunteers of America (LVA) and the phonics-based Laubach Literacy International. Concludes that LVA has the advantages of adaptability to student differences, a thorough evaluation system, and a superior published reading series. (SK)

Describes experiences with adult students showing that teachers can take a dialogic approach to literacy in any classroom setting. Points out that the focus is on talk, generative themes, and written dialog. (SR)

Describes the difficulties of teaching a reading class in a prison. Emphasizes the importance of sharing and of teaching based on democratic principles. Shows how using collaboration, perspective sharing, and children's literature helped to bond the class. Concludes that teaching inside a prison is different from teaching in a regular institution,…

Offers (1) a teaching strategy using contemporary music themes to increase adolescents' confidence and reading fluency; and (2) a brief description of four literacy programs from around the world which were UNESCO prize winners. (SR)

Describes and analyzes how an Urban Appalachian woman who could not read or write progressed to functional levels when instruction involved her in reading her own language. Argues that educators who failed to acknowledge her language as an integral aspect of her as a learner may have denied her previous access to literacy. (SR)