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)

Provides an annotated bibliography of materials dealing with adult reading. (AEA)

Presents an inventory through which teachers of adult beginning readers can plan instruction, select materials, assess student growth, and make recommendations to publishers. (AEA)

Examines assumptions (such as "every adult can read to some extent" and "adult students will be well motivated") held by a veteran high school social studies teacher before he began teaching adults how to read. Discusses how some of the assumptions were valid, some invalid, and others partly valid. (RS)

Describes how the work of modern poets can expand adult learners' views of the uses of reading and writing and their own ability and specifically shows how the works of Carl Sandburg, Lucille Clifton, William Carlos Williams, and Langston Hughes can be used to teach adults to read. (SRT)

Describes right to read programs for illiterate and functionally illiterate adults in the state of Maine. (RB)

Describes the success of the Shared Book Experience with a GED class of inner-city adults. (SR)

Explains how the Cuban literacy campaign that began 25 years ago has given reading and writing skills and new social and economic opportunities to women. (SRT)

Summarizes a research study that explored the effectiveness of the Prime-O-Tec method, a multisensory technique for teaching sight vocabulary and comprehension, with disabled adult readers. Concludes that the listening, saying, seeing, and touching technique is effective with such a population. (FL)

Relates a personal experience of teaching reading to an illiterate adult from Mexico. (HOD)

Lists common highway signs which can be used for reading instruction. (MKM)

Reports on a study that found that a large proportion of adult poor readers reported negative memories of reading aloud in school. Also found that dislike of oral reading increased with reading ability, was present equally among men and women, and was less common among Blacks than Whites. (ARH)

An analysis of job reading requirements indicates that most job reading is reading-to-do, while job training programs require reading-to-learn tasks also. (MKM)

Examines the current status of adult literacy programs in rural areas. Discusses the goals of rural adult literacy programs and the types of programs reported to be effective. Discusses the needs of adult illiterates in rural areas and the conditions that support--or limit--the widespread influence of effective programs. (MG)

Provides a brief summary of whole-language theory and offers suggestions for its application in adult education settings. Maintains that when instructional techniques rooted in whole-language theory are used with adult beginning readers, learning is more meaningful and success can be dramatic. (SR)