Reviews research that presents the criteria by which adult literacy program effectiveness can be assessed. (MG)

Looks at developments in adult reading over the past two decades, concentrating on the training of teachers, testing and evaluation, and program evaluation methods. Concludes that while adult reading has made substantial progress, it is still not a mature field. (FL)

Examines current Adult Basic Education teaching and assessment methods in the United Kingdom and the United States to help define what constitutes success in adult basic literacy tuition. (SR)

Describes an evaluation model used to assess the effectiveness of a reading and study skills program at Washington State University, then suggests how it can be used in other reading and study skills centers.(FL)

Provides opportunities for high school graduates to improve their own reading skills before entering the State University College at Buffalo by tutoring primary grade inner city children. (MS)

Presents a critical review of the research on the effectiveness of adult literacy programs. Suggests that the methods used in current literacy programs offer students little chance of significant improvement. (ARH)

Examines factors contributing to the lack of effective literacy programs for adults. (FL)

Provides information about the existence, purposes, and design of state mandated reading assessment programs. (MKM)

Assesses a learning lab program while measuring student's attitudes toward individually prescribed reading instruction through a ten item questionnaire. (RB)

Over twenty years of attempts to provide instruction in adult literacy skills have accomplished very little in the country of Ethiopia. (MKM)