Interviews with six Australian adult basic education students confirmed the social nature of literacy, the social networks involved in literacy practices, and the multilingualism of students. Results suggest the need for a curriculum that recognizes and makes explicit linguistic and cultural differences. (SK)

Examines the process of teaching critical thinking in an adult basic education classroom. Introduces an alternative learning process that challenges the traditional model of unquestioning, uncritical acceptance of teacher and text and enables students to become more active and equal participants in learning. (Author/JOW)

Detailed interviews with four volunteer tutor/student pairs at the Stow Hill Adult Literacy Centre in Newport (England) found that peer tutoring substantially increased student confidence and reduction of anxiety about literacy problems and negative schooling experiences. Tutors also learned from the experience. (SK)

Established methods of teaching multiplication (tables, flash cards, repetitive exercises) do not work well with adult underachievers. The properties and concepts of multiplication of whole numbers must be presented as observable, fun, and practical. Finger math methods may succeed where pencil and paper fail. (SK)

Interviews with 15 students identified learning and coping strategies for learning-disabled adult basic education students. A variety of learning strategies for dealing with reading, spelling, and life-skill tasks were uncovered. Learners were found to be contributing members of their social networks. (Author/JOW)

Future jobs will require a higher level of literacy, yet the work force will contain a larger percentage of undereducated employees. Business must work with other sectors to fill the skill deficiency gap. Several interactive video programs have been developed to help employees improve basic skills. (CH)

Profiles of six workplace literacy programs in Canada identified a number of factors contributing to program success: funding resources, marketing/recruitment strategies, innovative organizational structures, support services, organizational philosophy, and commitment to the new training culture. (SK)

The Family Environment Scale was completed by 75 male and 83 female adult literacy participants. Those who considered their learning experience very successful were more likely to be from families that were united and cohesive, appreciated and valued intellectual and cultural activities, had concrete moral values, and exhibited less conflict and…

Illustrates methods of teaching place value, multiplication, division, and metrics to adult basic education students. (SK)

Provides reflections on the work of four writing teachers in a neighborhood adult literacy center to understand better the potential "violence" of literacy learning, to reassess assumptions of expressivist pedagogy, and to turn to M. Bakhtin and M. Foucault as interpretive frames for theorizing adult literacy learning. Proposes…

Phonics and other word analysis activities need to be placed in perspective. An effective approach is for readers first to read the whole text, then participate in teacher-directed and learner-independent word analysis, and then return to reading words in a holistic context to establish comprehension. (SK)

Advocates the family portfolio as a more authentic assessment tool for evaluation in family literacy programs than standardized testing. Discusses the purpose and content of the portfolio, portfolio conferences, portfolio analysis, and what happens to the portfolio at the end of the program. (SR)

Describes attitudes about adult literacy and the former East Germany. Presents results of a survey of adult education institutions regarding literacy courses and basic education courses and the demand for further education in the field of basic education for adults. (SR)

Analysis of research on voluntary associations and social movements and a large-scale study of adult basic education suggest that personal influence is often an important component of an adult's decision to participate in formal education and may play a critical role in retention and instruction. (SK)

Semistructured interviews with 14 adult basic education students from a sample of 45 were coded using grounded theory, yielding descriptions of experience in two phases: entering the class and being in class. A core category, "like school/not like school," appeared valuable in understanding how adults interpret their current experience in…