Considers the following areas of legislation: (1) the Portuguese educational system, (2) administrative structures, (3) adult basic education, (4) popular libraries, (5) associations of popular education, and (6) the National Plan for Literacy and Basic Education for Adults. (Author/SK)

Describes several approaches used in trying to teach an adult to learn to read over a period of several years, including the approach that was successful (language experience) because the student was highly motivated to write. (JM)

Concludes that valid reading tests are needed for adults and should be designed differently than tests for academic or school-related reading. (AEA)

Describes a project designed to test the effectiveness of the traditional adult basic education curriculum and a competency based curriculum; develop an adult literacy and competency skills instructional program; and produce an exportable handbook which could be used by other agencies in developing such programs. (CT)

Examines three causes for Japan's high literacy rate: (1) emphasis on literacy in Japanese society; (2) pervasive effect of the modern Japanese school system; (3) special structural features of the Japanese language which aid in functional use. (DR)

Reports on the extent of illiteracy in the United States and explores various definitions of literacy. (GT)

Presents the case history of an adult nonreader taught to read through the language experience approach, rereading, retelling, assisted reading, and sustained silent reading. (DD)

The Draft Medium-Term Plan described covers a 6-year period (1977-1982), and was presented at the 19th Session of the General Conference of Unesco. The plan calls for studies and research which would present a truer picture of the problems of world illiteracy, and would include the establishment and updating of a central file of adult literacy…

Presents a broad overview of issues related to adult-literacy education policy, focusing on Texas. Looks at the nature and extent of the need for adult-literacy development in Texas; funding, access and equity for populations needing services; quality of the adult-literacy workforce; promising new directions; and implications for…

In 18 Appalachian Tennessee counties, an aggressive "war on illiteracy" recruits former dropouts to GED (high school equivalency) classes, literacy classes for those with grade 8-9 reading level, and basic skills classes. People who almost finished high school may earn diplomas through approved adult classes. Classes are taught by…

The author theorizes that her students, single-parent welfare recipients, develop negative reading habits to camouflage low literacy. She describes instructional strategies that fail to help and methods she found effective. (SK)

This literature review explores competing views of the relationship between adult literacy and U.S. economic difficulties. Trends in public policy, legislation, labor forecasting, and workplace training from the 1960s to the present are reviewed. Consequences of the perceived gap between workers' skills and national economic needs are discussed.…

Describes three reasons why primary-grade educators must be knowledgeable about the current state of adult literacy. Argues that schools need to provide resources and services to low-literate parents and to develop stronger partnerships with community social services to assist these parents. Suggests specific strategies for schools and strategies…

Examines the degree to which United States adult literacy programs use materials and activities reflective of real-life literacy functions and degree to which relationships between teachers and students reflect mutuality and shared power. Finds the majority of programs involve students in literacy activities that do not reflect real-life literacy…

Analyzes adult literacy students' utilization of orthographic and phonological strategies to read sight words, to decode nonwords, to spell words, and to detect rhyming words. Indicates that when encountering difficulties adults were less likely than children to use phonological strategies and were more likely than children to rely on visual or…