Reports the development and testing of a practical instrument, the Self-Description Questionnaire, that can be used by teachers to identify the psychosocial factors contributing to learning problems experienced by low literate adults. Provides examples of how teachers can use the framework and data obtained from the instrument. Includes the…

Though adult students have rich and varied backgrounds which enhance their reading, too often teaching methods have focused on the print on the page rather than the ideas presented. There is a range of strategies for teaching reading comprehension which is applicable to any material. (JOW)

Freire reflects on his role as consultant to the Adult Literacy Program in Sao Tome and Principe. Emphasizing the political aspects of pedagogy, he describes how adults learn to read and write, as well as to think critically and participate in national development. (SK)

The validity and usefulness of learning disabilities diagnoses have not been demonstrated. Identifying adult basic education students as learning disabled is not only unjustified but serves to confound understanding and remediation of their problems. (Author/JOW)

Reports that the readability level of a document is a poor indicator of its comprehension for aged subjects and that simplifying the language of documents may not be sufficient in easing their comprehension difficulties. (FL)

Despite a number of organizational limitations and shortcomings, a pilot project in Pakistan designed to make adults functionally literate with the help of television has been demonstrated viable. Three references are listed. (Author/LLS)

Illiteracy among the formal working force has largely been eliminated: illiterate laborers are generally self-employed farm and home workers. Discusses the relationship between the work environment and the literacy environment as well as new directions for literacy research. (JOW)

Discusses the language experience approach (LEA) to teaching adults to read. LEA capitalizes on the adult's rich experience and advanced learning and speaking skills. (JOW)

Describes a literacy program in Kamirithu, Kenya. Discusses the needs of the community and the importance of integrating literacy projects into the process of community development. (JOW)

Describes the obstacles encountered in developing a pamphlet to transmit technical information on contraceptive use to nonliterate or minimally literate women in Mexico. (LLS)

Notes the need for education on fertility in rural Ghana. Notes the success of the adult literacy group approach which provides family planning information and increases literacy. Discusses the significance and activities of the literacy facilitator (usually a woman) within this system who works with groups and individuals as a member of the…

An accurate cognitive and demographic profile of adults with low reading skills and a credible diagnostic tool have yet to be developed. It is not yet known whether those who learn to read as adults can use automatic processes or must develop metacognitive strategies. (SK)

Reviews three studies: (1) lower recidivism rate attributed to literacy education in Arizona prisons; (2) Maryland evaluation showing positive benefits from a variety of correctional education programs; and (3) a 15% recidivism rate for Texas parolees with college degrees versus 60% overall. Recommends reinstatement of federal financial aid for…

Reviews research that presents the criteria by which adult literacy program effectiveness can be assessed. (MG)

Detailed interviews with four volunteer tutor/student pairs at the Stow Hill Adult Literacy Centre in Newport (England) found that peer tutoring substantially increased student confidence and reduction of anxiety about literacy problems and negative schooling experiences. Tutors also learned from the experience. (SK)