As an evolving program of action research, this Project for Adult Literacy focused on the complex problems of adult illiteracy and its mitigation in a major urban community (Boston, Massachusetts). It was undertaken to teach reading; assess the use of volunteers in adult literacy education; evaluate two reading methods for use with adult illiterates voluntarily studying in a community setting; and gather and communicate basic knowledge on illiteracy, adult illiterates, and program organization and administration. Much attention was given to analyzing statistical data on student and volunteer tutor backgrounds, student attendance, reactions to training, results of reading and related tests, reading progress at three stages, and factors assumed to have inhibited prior development of learning skills. A major finding was that Reading in High Gear and the Approach of the Massachusetts Council for Public Schools (MCPS) had similar shortcomings, but that the varied materials of the MCPS system permitted greater flexibility for experimentation toward meaningful change. (The document includes 121 tables and figures, measurement instruments, cross tabulations, and an extensive bibliography.) (LY)