An age-related decline in performance is typically observed in research on tasks that rely on cognitive processing. However, such declines must not be accepted as indisputable evidence that the learning efficiency of older adults is necessarily impared. A number of noncognitive factors also mitigate against optimal performance in the aged. (Author)

The author suggests teaching methods useful in helping adults apply their learning. Topics discussed include (1) performing practice audits, (2) emphasizing learning topics that participants want to pursue, (3) providing incentives and reducing resistance, (4) developing active learning methods, and (5) providing evaluation and reinforcement. (CH)

Reviews two current models of reading and examines their relevancy for adult learners of English as a second or other language. Explores implications and presents seven practical principles for the ESL/literacy teacher. (JK)

This article pinpoints eight specific areas where tutors of adult beginning readers need support. It describes the background related to each need or concern, clarifies these needs and concerns, and identifies related potential solutions. The eight areas include tutor isolation, leadership, matching tutor and learner, social network, and lack of…

The authors present eight steps for presenting a successful lecture to adult learners: (1) set learning objectives, (2) capture attention, (3) provide learning guidelines, (4) explain clearly, (5) vary presentation, (6) increase participation, (7) provide a summary, and (8) assess the lecture. (CH)

Examines factors contributing to adult student stress and subject anxiety. Ways in which adult educators can help students overcome this barrier are suggested. Describes results of a Subject Anxiety Inventory administered to 875 adults between the ages of 17 and 72 enrolled at two community colleges and two university campuses. (CT)

This article argues that self-directed learning should be viewed not as the application of a particular technique but as the capacity of adults for critical self-reflection and for changing their lives. The author speculates on the purposes, processes, and conditions required for learning aimed at such awareness. (CT)

As colleges and universities grow increasingly more responsive to the communities in which they reside, programs are required that address the needs of the nonstudent. Georgia State University's program for nonstudents is reviewed after 5 years of operation, and recommendations are made for adapting it to other settings. (Author/ABB)

Suggests four characteristics that any training programs for women in developing countries must share if they are to be effective: (1) they must utilize adult learning principles and (2) participatory methodologies; (3) train for action; and (4) build self-confidence. (MBR)

Relates a personal experience of teaching reading to an illiterate adult from Mexico. (HOD)

Reviews David Kolb's Experiential Learning Model, stressing its potential for developing or redesigning curricula for adult learners to include learning modes focusing on concrete experience, active experimentation, reflective observation, and abstract conceptualization. Offers a checklist for assessing which modes are accommodated by an…

Describes a study undertaken to identify the personal characteristics of some adult learners in U.S. colleges. Findings are presented in the following areas: sociodemographic characteristics and psychosocial characteristics (orientation to learning, institutional choice, critical life incidents, and age). (CT)

Mentoring provides both a holistic and individualized approach to learning. A mentor-protege relationship also serves various professions by the teaching and learning of relevant skills and values. Proteges learn risk-taking behaviors, communication skills, political skills, and specific skills from their mentors. (DF)

By locating three possible fallacies associated with the conventional "needs approach" of program planning for adult learners, the present paper proposes a theoretical model that accounts for a possible evolution of real educational needs of learners and identifies varying impacts of the process upon learners' perceived need changes. (Author)

This Study Circle guide was created by the National Center for the Study of Adult Learning and Literacy (NCSALL) as part of the Practitioner Dissemination and Research Network (PDRN). The guide is part of NCSALL's effort to help connect research and practice in the field of adult basic education and adult literacy. The purpose of the study circle…