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)

Reports the results of a survey of 82 schools in South Australia and 40 schools in the United States concerning their use of paraprofessionals in their reading/tutoring programs. (FL)

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 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)

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)

Explores the relationship between participation in a Canadian urban adult literacy programs and employment status over three years. Finds that most participants returned to the same sort of low-paying jobs. Suggests that agencies and groups providing financial support for such programs reconsider the strong focus on employment that permeates these…

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

Representatives of the various national affiliates reported on International Reading Association activities in their countries while attending the Second European Seminar held in Paris in December, 1973. (RB)

Describes a model for reading--ERICA (Effective Reading in Content Areas)--that consists of four stages: preparing, thinking through, extracting and organizing, and translating. (HOD)

Presents a brief, personal account of the author's experiences as a 12-year-old teacher in Cuba's literacy campaign of 1961. (AEA)

Discusses the dramatic demographic changes which have profoundly altered the reading programs in many New Zealand schools. Notes that more than a thousand schools and preschools teach bilingually or run immersion programs in a language other than English (such as Maori or Samoan). Suggests that reading is best taught in the language spoken at home…

Lists the recipients of the first IRA Literacy Award and presents comments made by Amadou-Mahtar M'Bow, Director-General of UNESCO, on the state of literacy in the world today. (MKM)