Annotates 15 nonfiction books of interest to adults with fourth to tenth grade reading levels. Titles are arranged in five categories: biographies, self-development books, psychology, science, and education. (FL)

Teachers of adults must be aware of the significant differences between adults' and childrens' orientations to learning. (Author)

Although word lists have been proven statistically useful in teaching adults to read, the eleven percent of words which do not appear on these lists must also be introduced. (KS)

Reviews resources in the Educational Resources Information Center (ERIC) system which describe instructional objectives and aids for teaching English to non-native speakers. (KS)

Literacy programs help citizens to be better informed and should also help people be better prepared to cope with the impact of developmental transition and the accompanying change. (Author/GB)

Describes right to read programs for illiterate and functionally illiterate adults in the state of Maine. (RB)

A former center director talks about the Job Corps. (Editor)

Author presents a preliminary discussion of the relationship of literacy and rural development. It presents the literacy continuum amongst the African population of Rhodesia, results of a small study of literacy retention, and a brief account of literacy effect on the development of subsistance agriculture. (Editor/LF)

Paper examines the principal benefits and costs of basic education with special emphasis on economic benefits; reviews some of the major methodological problems associated with the measurement of these benefits and costs; and seeks to establish the best possible research design, given these problems. (Author)

An adult basic education program conducted by Futorian Manufacturing Company for its employees resulted in increased employee cooperation and self-confidence. (Author/JB)

Offers strategies to motivate adult basic readers to learn one of the "One-Two Hundred Most Commonly Written Words" lists. (MM)

The Basic Skills Improvement Program, adapted from a resource program model, serves learning problem adults unable to benefit from traditional adult education. Participants are evaluated through an interdisciplinary approach, and a short-term small group instructional program is designed for them. (CL)

Discusses reasons why the Adult Basic Education program which began in 1965 is not considered to be on a par with other public education programs and what needs to be done to expand its services to populations not now served. (JOW)

Reports on a study that indicated that perceptions of 20 skills for teachers of adults by administrators and teachers in Arizona adult education programs were not statistically different on any skill but interpersonal relations. (JOW)