Describes the experience of a 19-year-old learning disabled woman who enrolled in a literacy program. After one year, she enrolled in a community college and was able to make plans for her future. (JOW)

Discusses one central characteristic of "women's way of knowing," some immediate implications for adult literacy instruction, and possible directions for further research. (JOW)

The author explores why he believes the Adult Performance Level criteria, related objectives and the instructional strategies, and programs that follow from the objectives are unsupportable by any empirical evidence and detrimental to both individuals and society. (CT)

Compares and contrasts the goals and methods of community-oriented and individually oriented adult literacy programs to identify the ideological and methodological stances within each. Points out limitations of the distinction between the two and suggests ways that literacy educators can move beyond these limitations. (JOW)

Argues that the nature and the readability of instructional materials may be an unsuspected barrier to progress for adult illiterates who receive instruction from volunteer literacy organizations. Considers the reading series of several national organizations. (CH)

Discusses barriers to self-direction in the adult learner and their implications for the program of reading instruction. Recommends methods by which these barriers can be surmounted. (NRJ)