Describes reading camps in Hungary, which numbered around 140 in the late 1980s and lasted from 10 to 14 days each summer. Notes that these camps arouse interest through a series of conversations between equal partners. (RS)

Describes Cuba's literacy crusade of 1961 and provides examples of materials and methods used. (AEA)

Describes the phonic/analytic/syntactic method used for teaching reading in grades one through four in Cuba. (AEA)

Describes the phenomenon of the writing workshop as it developed in the early days of the British adult literacy campaign. Discusses the history of the workshops, how a writing event works, organizational concerns, educational implications, and contrasts with other methods of teaching adult literacy. (RS)

Describes how the Nicaraguan Literacy Crusade, faced with monumental problems in logistics and organization, succeeded in reaching many of the 800,000 adult illiterates in the country. (AEA)

Posits several reasons why the majority of Greek children learn to read well in spite of problems faced by the Greek educational system. (AEA)

Describes how a language experience approach was used in a workplace literacy program for adult immigrant railroad workers in Australia. Describes how the workshop built on participants' developed oral skills and life experience to create texts that were relevant, interesting, and comprehensible to these learners. (SR)

Describes literacy education in Flanders, Belgium, for adolescents and adults. Discusses education policy, courses, materials, and students and teachers. (SR)

Offers a view of literacy within the Australian context and traces the progress of two language and curriculum development projects. (AEA)

Describes Cuba's preschool reading readiness program, which emphasizes phonemic analysis. (AEA)