Discusses methods of teaching illiterate adults and cites the need to develop methodologies and fresh approaches to achieve effectiveness. (GB)

Author hopes to find ways to put the emphasis of evaluation in adult basic education on assessment of student performance with the main diagnostic intent of raising competencies in societal coping functions. (Author/GB)

Huntsville, Alabama, is known chiefly in connection with rocketry, but many local citizens think first of its work in adult education. (Editor)

A brief discussion of why it is important for adult education teachers to have in-service training. (HB)

The author describes a UNESCO program to achieve functional literacy which has been especially successful in Tanzania with the cooperation of that country's government. Instructional programs must be designed for the illiterate adult with an emphasis on oral communication. (AG)

Article gives examples of proper sentence structure and syntax. (GB)

Describes Rural Family Development (RFD), a demonstration project which takes adult education into the home by way of weekly TV shows, specially prepared instructional bulletins, and person-to-person contact with trained home visitors. (ML)

Suggests that a limited, substantive theory inductively derived from comparative analysis of actual program operation can be practical. A comparative field study of public school adult basic education programs is given as an example. (Author/DR)

The director of Project Reach describes some methods for reaching and motivating adults who need basic education. (AA)

The Dallas Public Library offers special services that take the form of separate collections of materials for adults beginning to read, and for adults beginning to read in English; tours of the library for groups of adult basic-education students; and special bookmobile services to adult basic-education classes. (MF)

An outline of the major considerations involved in attempting to use television as an aid in bringing about functional literacy on a wide scale. (LS)

Discusses the different categories of literacy needs and gives suggestions on materials selection for literacy classes. (EKN)

Recruitment and retention programs must be dynamically and intimately involved with the personal needs of the individual and with service to the community and target populations. Adult educators must make a stronger appeal and commitment to the multiple motivations and needs of early school leavers and their communities. (JOW)