While much is written about reading aloud to children, and as a teaching tool, far less is known about the oral reading that adults do at home, at work or in the community. This article presents the results of a national survey into whether, what, how and why adults across Britain may read aloud rather than in silence. Analysing data from 529…

This paper examines the degree to which British adults participating in workplace literacy courses improved their reading comprehension skills, using longitudinal data which cover the period from enrolment until between two and three years later. Learners were tested using an instrument designed explicitly for adults, with two parallel forms. For…

A discussion of a new program in Great Britain, the adult literacy program. BBC broadcasts along with tutorial support, classes, and schemes for individual support are detailed. (HB)

Explains how poetry can be an important part of adult literacy teaching. Provides exercises to stimulate creative writing. (JOW)

Describes the British government's program to eliminate adult illiteracy. Discusses the program's organization at both the national and local levels, the recruitment and training of literacy instructors, and the materials and instructional techniques used in the program. (Author/FL)

Author presents the view that it is important that television is required to educate as well as inform and entertain. (Author/HB)

Fostering storytelling in adult literacy programs helps learners build confidence, gain experience in using literacy skills, and encourages a sense of community. (SK)

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)

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)

A personal visit by the author to Great Britain revealed a different approach to teaching literacy than commonly found in the United States. The British concept of literacy training placed a high value on the student's self-concept, on student responsibility, and on learner participation. (Author/CT)

Focuses upon the relationship between Paulo Freire's ideas and radical community education as a way of assessing the degree to which Freire's work may be applicable to western societies in general. (JOW)

The author outlines the development of adult literacy and other basic education in England and Wales in the last 10 to 15 years, places this development in the wider economic, social, and political context in the same period, highlights achievements during the past decade, and lists priorities for the future. (CT)

Describes the phenomenon of the writing workshop as it developed in the early days of the British adult literacy campaign. Discusses the history of the workshops, how a writing event works, organizational concerns, educational implications, and contrasts with other methods of teaching adult literacy. (RS)

Investigates factors in the development and implementation of two national literacy campaigns in the early 1970s, conducted by the British Broadcasting Corporation and the British Association of Settlements. Identifies the influence upon adult literacy today of issues arising in the campaigns: definition of literacy, arbitrary estimates of…

The article reviews the guidelines and progress of the adult reading project entitled "Reading Development" initiated by the Cambridge, England Committee of Education in 1971. (MW)