The authors address the diminishing of subcultural influence through prevalent culture education programs. Their three-part approach includes (1) examining the reasons for mainstream involvement in educating the subculture, (2) exploring the values of tradition in the subculture, and (3) providing a framework for educators working with…

Demonstrates how Gibb's principles of learning have influenced case study outcomes from a holistic perspective. Presents abstracts of strengths, weaknesses, and instructional strategies from 15 case studies and compiles the information to present an instructor/learner situation. Principles of the holistic approach to teaching adult literacy are…

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)

Volunteer participation in adult literacy programs can be encouraged by (1) stressing the goals of helping individuals and long-term social value, (2) gearing expectations to students' abilities and progress, (3) emphasizing pragmatic methods to achieve students' goals, (4) stressing teaching methods adapted from daily interaction, and (5)…

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 functional literacy movement has emphasized the ability to read job-related materials as a major occupational/functional skill. Various studies, by the Educational Testing Service and others, have supported the contention that the ability to read is a fundamental vocational skill in American society. (CH)

Parents of Chapter 1 reading students were invited to take part in a reading program using courseware for adult beginning readers. A group of 52 parents completed the program; on average they gained more than one year in reading level after 20 hours of instructional time. Impact on children and delivery models are discussed. (CH)

Addresses the problem of why the millions of hard-core illiterate American adults are not being reached by adult basic education programs. Three factors are cited as frequent reasons for nonparticipation: (1) age, (2) satisfaction with present situation, and (3) poverty. (JOW)

A project reviewed and classified adult literacy skills needed in industry and described nine industry-based literacy programs. The typology of such programs (direct/indirect; individual/group) provides a framework for analyzing industry perceptions of literacy needs. (SK)

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)

Describes a study conducted to determine how adults view literacy and themselves in relation to literacy. The authors concluded that programs for adults need to be built on the collective knowledge of scholars from many fields. They discuss the language experience approach and development of control over the visual dimensions of print. (CT)

Describes an intergenerational reading program using children's literature in adult literacy classes. Discusses the adult literacy training sessions and the adaptations of the model in a variety of instructional settings. (JOW)

The author reviews the Reagan Administration's policy toward adult literacy, taking information from a series of interviews with persons involved in the formulation of federal adult literacy policy. He also presents some options within the policy preferences of the Reagan Administration and some possibilities for consideration by future…

This article provides a critical review of the instructional materials provided to volunteers by Laubach Literacy Action, titled The Laubach Way to Reading. A history of Laubach Literacy International (LLI) is followed by a description of materials. The LLI philosophy of reading is discussed, and comments on the value of the materials are offered.…

Classifies student life-styles as entrepreneurs, superiors, regulars, suppliants, marginals, and underclass. Identifies demographic and attitudinal differences among these groups and discusses implications for programming decisions in adult literacy programs. (SK)