A survey of 52 directors of adult basic education (ABE) programs assessed the prevalence of students with learning disabilities (LD) in their programs; definitions of LD currently in use; diagnosis of LD among ABE students and extent and type of training for instructors about LD. Results are summarized and recommendations made for service…

Barriers to Hmong adults' participation in adult basic education (ABE) include nonliterate tradition, age, cooperative-learning style, and stress. Various programs attempt bilingual English as a Second Language, vocational English as a Second Language, or multicultural training for ABE staff. The lack of Hmong educators makes the latter an…

Surveys, interviews, and group discussions with 18 inmates enrolled in adult basic education elicited the inmates' perceptions of important factors in effective literacy classes: teacher behavior (explaining, giving examples); instructional environment (informal but well organized); and type of text (short stories and novels rather than…

Describes a study conducted of literacy programs at five companies that used community colleges in their basic skills program. Indicates that no companies asked colleges to conduct needs assessments and that companies believed that only workplace-specific curricula were effective components of the programs. (25 citations) (MAB)

Today's literacy crusade still emphasizes economic rather than humanistic reasons for literacy education. However, lasting change will come only through breaking the familial cycle of illiteracy, integrating improvement of work-based, family, and generic learning skills. (SK)

Two prediction models using age and entry-level reading and math scores to differentiate completers and noncompleters were tested with 1,319 community college adult basic education students. Persisters and dropouts were not homogeneous groups; for example, General Educational Development completers differed from other completers, and early and…

Introduces the standardized safety sign system being established in the United States. Argues that these safety signs, symbols, and warnings may be a good place to begin a workplace literacy project for workers with limited reading skills. (SR)

Many Latin American states, characterized by "colonization" of the state by dominant families or individuals, are unable to carry out proper state functions. In attempting to address such states' shortcomings, nonformal adult education has been prominent in new educational policies of revolutionary governments in Cuba, Nicaragua, and…

The knowledge and abilities necessary for reflective and able adult literacy teaching are discussed. Focus is on whether there are common theoretical underpinnings in the adult basic education (ABE) and teaching English to speakers of other languages (TESOL) fields, and a comparison of ABE and TESOL field practices. (nine references) (LB)

People with mental retardation have been overlooked in recreation/leisure and decision making, which are integral to full community participation. They must be provided with leisure education and decision-making skills. The article describes the Decision Making in Leisure model, explaining its use with individuals with mental retardation. (SM)

Describes the BEGIN Education literacy programs in adult education. Policy issues in the federal funding of BEGIN are outlined. The challenge is to structure BEGIN so that it defines and addresses a solid and clearly articulated philosophy of adult education as it meets regulatory demands and expectations. (SLD)

In Texas, the Family Involvement in Education Program offered adult education classes and parenting meetings to parents while developmental day care and tutoring were provided to children. Home visits and family field trips complemented the instruction. (SK)

Discusses the library's responsibility to society to confront adult illiteracy and suggests that libraries should provide computers and special software to support adult basic education programs. Available educational systems and software are described, and sources to aid in selection are identified. (10 references) (CLB)

Describes a university literacy tutorial program in which older adult college students received tutor training and then carried out one-to-one reading tutorials with adult male learners who were rehabilitating addicts. Offers two case studies, and shows that the program had a significant impact on tutors' commitment to community volunteerism and…

A survey of coordinators and tutors in 50 adult-literacy programs in western Canada examined program activities involving writing; amount and type of instruction devoted to writing; and staff attitudes about the value of writing in the program, their own writing skills, potential of writing as a self-development tool, and professional-development…