Two articles are referenced that note the importance of understanding the contradictions underlying literacy program policies and practices. They underscore the importance of ethnographic research as a means of informing policy. Implications are discussed. (Contains 21 references.) (Author/LB)

Critical thinking is examined as a set of skills and a means for social change. It is presented as not just higher order thinking but also a search for the social, historical, and political roots of conventional knowledge and an orientation to transform learning and society. (Contains 15 references.) (LB)

In a 6-week program, 19 parents were taught to teach their children the alphabet and phonics, empowering these socially and economically disadvantaged adults to be partners in their children's education. (SK)

Details the design and implementation of a rolling review process for community-based adult literacy programs. Describes four steps: documentation to become "review ready," collection of feedback from participants and key informants, site visit by reviewers, and use of the evaluation report as a planning tool. (SK)

According to natural-language theory, reading and writing are learned from whole to part, in meaningful contexts. Strategies based on this theory for literacy tutors to use include Characteristics of Good Readers; Apperceptive Interactive Method; Prime-O-Tec (repeated readings); Knows, Wants, Learned, Confused; and List It and Skip It. (SK)

Draws on metaphors of literacy and literacy learning in a small case study of a learner and his teacher. Examines the personal transformation of the learner as he takes his place in his newly-literate world. (Adjunct ERIC Clearinghouse for ESL Literacy Education) (Author/VWL)

Describes Paulo Freire's influence on adult literacy education in Latin America and gives examples of the practice of his ideas in Scotland, Canada, the United States, and New Zealand. Examines the co-option of Freire's work by mainstream adult educators. (SK)

Reviews the research related to the definition of "literacy" and the comparability of various reading media and their implications for vocational assessment of literacy skills with visually impaired adults. It suggests that the characteristics of literacy, the media, and of the working methods used in criterion situations affect the content…

A reading proficiency test administered to 200 adult learners in India resulted in an average score of only 38%. Gender, caste, income, and occupation were significant factors in the level of reading proficiency. (SK)

Examines the construct and action validity of the use of simple checklists to assess the declarative knowledge component of adult's literacy by telephone. Finds significant relationships among knowledge when assessed either by listening (telephone) or by reading (mailed questionnaire) modality. Concludes that the telephone method may provide a…

This position paper outlines what teachers in English language and literacy positions need to know and be able to do; what professional associations, providers of teacher development, and employers should do; and what action steps the Australian Literacy Federation will take. (SK)

Using data from the National Adult Literacy Survey (National Center for Education Statistics), explores the relationship between formal schooling and adult literacy proficiency overall and for members of different demographic subgroups, for high school noncompleters, for those scoring lowest on literacy tasks, and for individuals in the workplace.…

This theme issue addresses the systemic and institutional barriers that impact urban adult basic education learners and programs in the United States. Focuses on provisions of the Workforce Investment Act (1998) and literacy education. (SLD)

Transfer of knowledge and skills is optimized if learning is situated in a context such as the workplace. The example of Chicagoland Chamber of Commerce's welfare-to-work program illustrates how situated work force education can produce greater long-term outcomes. (SK)

Claims the United States must upgrade the literacy skills of its young people if it is to keep pace with changing job demands and global economic competition. Suggests that developing effective school reading programs is at the heart of any comprehensive plan for improving the adult literacy of American citizens. (NH)