There is a great need for very easy reading materials, equivalent in reading level to first and second grades but adult in subject matter and illustration for adult basic education students. This annotated bibliography is designed to be an easy guide to suitable materials for adult educators and librarians for use by students in adult basic…

This document contains 404 abstracts relating to pertinent aspects of staff development in adult education, and should be useful as a resource for adult educators, graduate students in adult education, staff development personnel, and decision makers at all levels of adult basic education staff development. Materials cited are those not easily…

A bibliography of materials for adults and young adults who read on or below the eighth-grade level. (Author)

Using an illustration captioned with an excerpt from "Ulysses" improveda retarded male adult's attitude toward sex education. (RL)

Reviews recent developments in the sharing of information and ideas on adult illiteracy on an international basis. Describes two international conferences that focus on this topic and some of the results of each. (CH)

Describes the Adult Literacy Program for beginning readers operated by Communities Organized to Improve Life, a coalition of neighborhood groups dedicated to improving the quality of life in west and southwest Baltimore. Examines the community-based nature of the program, facilities, instructional materials, staffing, and benefits. (DMM)

Parents of Chapter 1 reading students were invited to take part in a reading program using courseware for adult beginning readers. A group of 52 parents completed the program; on average they gained more than one year in reading level after 20 hours of instructional time. Impact on children and delivery models are discussed. (CH)

Reports on a survey of adult literacy programs in the United States, focussing on the issues of student recruitment and retention. Suggests that personal sources are better than non-personal for recruitment, and that extrinsic motivation and a pleasant social environment are factors that can prevent attrition. (ARH)

Presents a critical review of the research on the effectiveness of adult literacy programs. Suggests that the methods used in current literacy programs offer students little chance of significant improvement. (ARH)

Suggests effective means of integrating computers into adult literacy education using commercial word-processing and data base programs including teacher-student interaction. Points out that activities used in most "reading software" are not consistent with the cognitive view of comprehension. (Auth/ARH)

Contains an analysis of prevailing practices in adult literacy volunteer programs. Considers selected research, literature, and programs, mostly from the context of the burgeoning emphasis on literacy voluntarism in the United States. Neglected questions of policy and practice are raised. (Author/CH)

rationale for team teaching is developed and its operation is described. Tutor responses are listed, and frameworks for implementing team teaching are offered. The author suggests that team teaching be considered an appropriate arrangement in various adult education settings. (CH)

There are an estimated 23 million functionally illiterate adults through the country; 30 million more have such limited proficiency that they are only marginally capable of being productive workers. The proportion of undereducated Appalachian adults is estimated to be substantially higher. Literacy programs offer hope, but are usually underfunded.…

Three hypothetical cases illustrating adoption of National Diffusion Network programs in adult basic education are used to identify problems that can occur when attempting program adoption or development of new programs. The importance of making the innovation one's own is stressed. (SK)

The three-stage self-directed learning model used with adult basic education teachers in Fairfax County, Virginia, has proven effective for staff development. The three stages are (1) collaborative self-evaluation and dialogue, (2) development of personal professional development plans, and (3) implementation and evaluation of the plans. (SK)