Investigates factors in the development and implementation of two national literacy campaigns in the early 1970s, conducted by the British Broadcasting Corporation and the British Association of Settlements. Identifies the influence upon adult literacy today of issues arising in the campaigns: definition of literacy, arbitrary estimates of…

Describes a Chicago, IL, family literacy program that offers simultaneous and connected education for Latino adults and children. Discusses how the Parents as Teachers and ESL parts of the program are connected; how to construct a family literacy curriculum; what language should be used for family literacy instruction; and what happens in a…

Follow-up of 169 offenders paroled from Maryland prisons obtained data on 120. Those with higher levels of educational attainment in prison were more likely to be employed after release (77% of those who completed adult basic education/General Educational Development, vocational, or college programs). However, nonwhite completers were less likely…

In a series of workshops, a women's writing group published books with sophisticated design and graphics aimed at an audience beyond the group itself. The value was not in publishing per se, but in learning, confidence, achievement of educational objectives, and relationships generated with the wider community. (SK)

Case studies of vocational training/adult basic education programs for unemployed British women demonstrate that an explicit vocational focus in developing numeracy and literacy skills gives learners a tangible, practical objective. A noncompetitive atmosphere and feminist perspective also bring better results than many short-term training courses…

Asserts that illiteracy is a major concern in today's information-centered society and business. States that industry has undertaken development of its own remedial programs but that costs have caused a reappraisal of these programs. Says that many programs now view compressed speech as a possible option. (PRA)

Five strategies that may be useful for adults uncomfortable with schooling were identified by Project Lifelong Learning: (1) meet learner needs; (2) develop support for lifelong learning; (3) accommodate learner differences; (4) develop higher order skills; and (5) enable learners to use all language processes in daily life. (SK)

The Christian Literacy Series includes a prereading program and four books of lessons with teachers' manuals. Despite the size of the text and the need for special tutor training, the series has a unique approach that includes Biblical narrative and scriptural content in lessons and is appropriate for adults, children, or family literacy. (SK)

A collaboration between a university faculty member and an adult basic education teacher successfully implemented an instructional strategy in the classroom by means of three factors: commitment, continuous interaction, and a collegial relationship. (SK)

Principles to guide practice for adult beginning reading are (1) a positive rapport; (2) self-revelation; (3) a partnership approach to learning; (4) celebration of success; (5) relevant material; (6) continuous student assessment; (7) reinforcement of literacy skills; (8) mutual respect; (9) a philosophy of reading; and (10) a risk-taking…

The Literacy Improvement Needs Collaboration in Bridgeport, Connecticut, was assisted by African-American ministers from the Interdenominational Ministerial Alliance in recruiting adults from the community for a literacy program and 50 volunteers to serve as tutors and community liaisons. Some of the stigma of illiteracy was alleviated by using…

The literacy field hopes that literacy will be considered separately from the S-2 Omnibus Education Bill in Congress. Problems remain in the definitions of literacy, establishment of a National Institute for Literacy, lack of investment in teacher training and technology, and accountability. (SK)

Advocates using children's picture books as quality instructional material for adult literacy programs and as a motivational tool for new readers who want to share their skills with children in their own families. Notes instructional strategies for parents, and lists some recommended books. (SR)

Describes several standardized tests designed for adult literacy assessment, as well as informal assessment procedures, and promising developments for the future. (SR)

Discusses the complexity of the process needed to effect renewal and improvement in adult literacy and basic education. Suggests that various stakeholders hold their own sets of interests and that, to implement changes effectively, these groups need to negotiate and construct a conception of quality that all can accept. (JOW)