In the Big Book Experience, a text is projected on a screen and read aloud to students. In adapting the technique for adult literacy students, choose literature relevant to adults that is well written, reflective of a wide range of experiences, diverse, representative of many genres, and enjoyable. Follow-up activities enhance learner interaction…

Uses focus groups, a questionnaire, and in-depth interviews to reveal conditions needed for teachers' professional development: time to meet, solve problems, and reflect on practice and exposure to other teachers' strategies. Notes unexpected differences between adult literacy and English language teachers. (SR)

Wisconsin's General Educational Development score requirements are the highest in the United States. Data from 480 test takers before the raised standards and 480 after show the latter group studied more weeks, received significantly higher scores, and had more postsecondary education and employment opportunities. The failure rate increased by 50%…

Describes how a teacher of adult literacy uses group poetry writing with her students to enhance language and critical skills. (SR)

According to workplace instructors of English as a Second Language (ESL), such classes are essential if employees have little exposure to English off the job; ESL instruction enables learners to observe others' language-learning strategies and fulfills varied needs: standard English, language attack skills, and a forum for clarifying and…

Staff working with adult literacy clients take a six-step exploration of power: (1) defining power as degree of choice available; (2) identifying factors enabling choice; (3) examining schools' role in reproducing social relations; (4) comparing social status; (5) depicting participants' place on the power differential continuum; and (6)…

Interviews over 3 years with 94 Canadian adult literacy students found that about half dropped out, with a higher drop-out rate among Canadian-born than among immigrant students. Dropout/persistence were related more to past school and home experiences than to educational level or motivation. Drop-out/persistence reasons were multifaceted and…

Includes "Old Dilemmas and New Policies" (Herrington); "Dyslexia and Adult Basic Education" (Lankshear); "Specific Learning Difficulties" (Walker); "Moving Forward in Further Education (FE)" (Chappell); "An FE Student's Experience of Assessment" (Waterhouse); "Out of the Frying Pan..."…

Integrates Peter Johnson's five dimensions of potential hindrances to the acquisition of reading skills with a multidimensional instructor training model that targets both cognitive and affective domains in assisting the adult learner in learning to read. (SR)

A holistic philosophy that learning should be driven by a quest for meaning is manifested in adult basic education by such varied approaches as process writing, whole language, problem posing, alternative assessment, mathematics as problem solving and critical thinking, and family literacy. (SK)

Describes a family and community oral history project suitable for use in adult basic education classes. Discusses developing interview questions, gathering family history, writing and editing the text, and illustrating the final product with photographs. (RS)

An evaluation of dropout rates in an adult basic education agency evolved into a process of critical thinking about program philosophy and function. Although philosophical differences emerged regarding organizational goals, teacher and learner roles, and curriculum, the critical evaluation process resulted in individual and collective growth in…

Illiterate people are stigmatized by myths such as failed lives, poor self-concept, and the equation of poverty with illiteracy. Illiterate people respond to stigma by "passing" and "covering"; the stigma of association affects adult literacy education. (SK)

Family literacy programs are a collaborative effort of adult basic education, early childhood/elementary education, and parent education. The key factor is parent education, focusing on application and generalization of learned skills to family life and providing services to minimize barriers to participation. (SK)

A longitudinal study of 162 New York Adult Literacy Initiative students found that 97% were satisfied, felt the learning environment was supportive, and felt the teacher's attitude was critical. Retention suggestions were to use daily living experiences and challenging curricula, broaden the curriculum for men's interests, and attend to safety and…