Strategies and materials for reading instruction in adult basic education are covered, together with psychological and sociological characteristics of undereducated adults. Demonstration centers, curriculum materials programs, and related efforts are described. Such innovations as basal series for sequential reading skill development, programed materials, and television workbook programs are evaluated, with special attention to principles of computer assisted instruction program preparation and the limitations and potential values of the method. Job Corps reading and basic education program elements, including counseling and guidance services, student selection and placement, staffing, teacher training, physical development and recreation, and special cooperative projects, are outlined; program procedures and outcomes are tentatively assessed. Also considered are the accomplishments and the performance goals of the Urban Adult Education Institute, Detroit, in preparing teachers and training disadvantaged adults; experiences and insights on individualizing instruction; teacher characteristics and limitations; and the emerging professional role of adult basic education teachers. (ly)