Section 121 of the Workforce Investment Act of 1998 (WIA) requires Regional Workforce Investment Boards (RWIB) to develop a memorandum of understanding (MOUs) with the Regional Workforce Development Center (RWDC) partners to detail how resources will be coordinated across funding streams to operate and provide services for RWDC delivery systems.…

This guide is designed to be used by union leaders wishing to increase the basic skills (the full array of reading, writing, communication, math, reasoning, and problem-solving skills) of their members by running a workplace learning program. It provides guidelines for analyzing the needs of the target group of workers and for developing an…

Field-tested in libraries nationwide, the 13 strategies in this hands-on book are designed to help librarians create effective and accountable adult literacy programs. These step-by-step assessment tools will help in: identifying and evaluating the skill levels of learners; making program changes based on users' aptitudes; writing thorough and…

This book develops an understanding of literacy and illiteracy through the life stories of 12 adults from diverse backgrounds living in the United States, 6 in Appalachia and 6 in California. Part 1 provides a summary of three areas of research offering insights and descriptive data about literacy: ethnographic studies of everyday literacy,…

Discusses the types of volunteer programs presently in operation in adult basic education and compares their effectiveness. (GB)

Describes a model summer institute for training teachers of English as a second language in adult basic education and the use of microteaching as a method for presentation of instructional materials. (RL)

Article details the program of teacher education in San Diego, California. It has utilized resources to improve the development of teachers for adults. (GB)

Describes program at East Mississippi State Hospital which resulted in gains in basic skills for all participants. (SP)

Detailed description of approaches used, emphasizing community education and post-literacy programs. (SP)

The teacher of an English-as-a-Second-Language class with a wide range of levels and needs describes the evolution of a diagnostic-prescriptive system. The central concept is the empowerment of adult students in a humanistically structured classroom and entails the charting of individual progress in reading and other competencies. (SK)

Describes the psycholinguistic approach used in an adult learning center to teach basic reading and writing skills to an adult student. The approach included oral reading by and to the student, spelling instruction, writing exercises, and vocabulary development. Reviews student progress. (AYC)

Reviews and analyzes studies conducted on functional literacy among older adults. The results indicate conceptual confusion, an obviously undereducated older population, inadequate measurements, and samples with disproportionate percentages of older persons. Conclusions indicate the need for educational gerontologists to increase efforts at…

Aspirations of adults from urban communities were ascertained and analyzed. Adults in nondeclining communities showed differences regarding "most frequently expressed aspiration," compared to counterparts in declining communities. No significant difference in economic aspiration was noted, but almost twice as many from the nondeclining community…