Historically, letter reading and writing have been pervasive across human societies, cultures, and communities (Barton & Hall, 2000). Like all literate activities, it derives its meaning and significance from how it is situated within cultural beliefs, values, and practices. Despite its prevalence, however, little is known about the meanings…

This article presents a review of seven national governments' online collections of adult literacy-related research. This study explored the type of learning associated with official web spaces by asking the following research questions: (1) What kind of research do these governments present on their websites? (2) How is the presentation…

The history of literacy programs indicates that they are not the solution to poverty, but adult education for disadvantaged adults must be a continuing activity. (Author/AG)

Notes similarities in Paulo Freire's literacy method, William S. Gray's model of reading, and H. Alan Robinson's recommendations for reading instruction based on psycholinguistics. (MKM)

Considers motivations of adult illiterates involved in literacy programs, and gives examples of available programs. Describes difficulties, frustrations, and rewards for individuals completing such programs. Includes an estimate of the size of the adult literacy problem. (DHP)

Describes a network in Alberta, Canada, that provides and links adult literacy and basic education programs and resources, composed of government departments, educational and social institutions, organizations, and individuals. Discusses background of the network, organizing principles, and needs that the network addresses. Covers implementation,…

The authors address the diminishing of subcultural influence through prevalent culture education programs. Their three-part approach includes (1) examining the reasons for mainstream involvement in educating the subculture, (2) exploring the values of tradition in the subculture, and (3) providing a framework for educators working with…

A pilot project in work-oriented literacy among adults was introduced in Ethiopia in 1968. Four industries in different locations were selected for the program. Planning, implementation, objectives, and results to date are reviewed. A list of materials produced is appended. (MS)

The urgency of the illiteracy problem, the need for meaningful certification criteria and some ideals to be aimed at for Adult Basic Education programs are outlined in the form of a six-article Bill of Rights. (MS)

Results of post-election questionnaires and personal interviews with illiterate voters; data is tabulated. (SP)

Students in the Zambia adult literacy program compared original and revised", i.e. vernacular, versions of reading materials; the findings with regard to reading and comprehension ease were statistically insignificant," and more students preferred the original version. (Author/SP)

Examines three myths regarding the undereducated and discusses the realities in each situation. The myths discussed are: (1) learning and education occur only in the classroom; (2) the more formal education one has, the more one is educated; and (3) those who fail in school are stupid or dumb. (JOW)

Describes the techniques used by the tutor of an illiterate firefighter to help him master in one semester a college textbook on emergency medical procedures. (WD)