Indicates that taking notes has no long-term effect on retention of information, but that notes are useful as a source of information for review. (AEA)

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

Argues that on-the-job reading makes special demands upon readers. Presents a technical reading strategy that involves a five-step prereading checklist and four postreading analyses. (FL)

Describes an effective literacy program in two hospitals, which benefited both the employer and employee by empowering participants to solve problems, think critically and creatively, and make decisions. Discusses criteria for effective workplace literacy programs, the program's framework, and program evaluation. (RS)

Reports on research probing job-related literacy demands and on programs promoting job literacy. (JT)

Details a study indicating that the minimal level of literacy necessary for adults in Milwaukee, Wisconsin, is very high. Provides a master list of vocabulary words, symbols, numbers, abbreviations, computational skills, and writing skills needed for functional literacy. (MKM)

Discusses illiterate and semiliterate adults who want to become literate to enjoy a more satisfactory quality of life. Describes their life experiences and provides examples of effective instruction methods based on the language experience approach, including dictation, word banks, journal writing, individualized and assisted reading, and…

Details a case study of a young adult who, although virtually illiterate, learned to compensate for his reading disability and earn several college degrees. (FL)

Suggests linguistic guessing strategies designed to help older students with reading problems. (FL)