Considers motivations of adult illiterates involved in literacy programs, and gives examples of available programs. Describes difficulties, frustrations, and rewards for individuals completing such programs. Includes an estimate of the size of the adult literacy problem. (DHP)

Describes the techniques used by the tutor of an illiterate firefighter to help him master in one semester a college textbook on emergency medical procedures. (WD)

Describes the establishment of adult education programs on "moonlit nights" by Cora Wilson Stewart, Superintendent of Rowan County Schools in Kentucky (1904-1912). Over 1,200 adults signed up the first year to take such courses as vocal music, reading, writing, spelling, arithmetic, and drills. From this activity the Illiteracy…

Near illiterates were draft exempt until the Army discovered it could teach them to read and write well enough to be fit for the service with the multimedia system described in this article. (LS)

THE INITIAL PHASE IS TO SEEK THE SYNTACTIC PATTERNS MOST COMMONLY USED IN THE SUBJECTS' VERBAL COMMUNICATION. THESE COMMON PATTERNS ARE REFERRED TO AS STRUCTURAL VOCABULARY. ONCE LEARNED, THESE WORDS PROVIDE SYNTACTIC SUPPORT TO AID THE STUDENT IN THE RECOGNITION OF OTHER WORDS WITHIN SENTENCE ORDER. ADULTS NEED IMMEDIATE CONFIRMATION OF THEIR…

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

This annotated bibliography contains 34 references on issues concerning adult literacy listed in the ERIC database. It contains citations from the period between 1987 and 1989 and is divided into four sections. The first section provides an overview of adult literacy. Articles and papers in the second section describe and discuss adult literacy…

More than 50 percent of the world's adult population is unable to read or write at all. Since many of the tutors of adult illiterates have not had training in the teaching of reading, this booklet was written to introduce these tutors to the practical aspects of an area which has a vast literature of its own. The eleven sections in the booklet…

THE PRONOUNS INTRODUCED IN LESSON 8 ARE REVIEWED THROUGH QUESTIONS AND ANSWERS. A DOUBLE QUESTION IS USED AND EXTENDED IN TWO SEPARATE FRAMES. THE FIRST QUESTION CONTAINS THE NEW WORD "WHO" AND IS SPOKEN BY A HELPER. AN EXAMPLE OF PRONOUN REVIEW IS "WHO IS THIS."--THE PICTURE DISPLAYS A THIN MAN IN A ROOM. "THIS IS THE…

THE INTRODUCTION OF PRONOUNS IS CONTINUED. "HIM" AND "HER" ALONG WITH THE POSSESSIVE "S" ARE INTRODUCED. THROUGH THE INTRODUCTION OF THE POSSESSIVE CASE, THE LESSON ALSO CONTRIBUTES TO THE DEVELOPMENT OF THE CHARACTERS WHO APPEAR IN THIS AND EARLIER LESSONS. INFORMATION ABOUT THE CHARACTERS IS PRESENTED. FOR EXAMPLE,…

LESSON 7 BEGINS THE SECOND QUESTION AND ANSWER SEQUENCE IN THE FIRST UNIT. THE FUNCTION OF THIS SEQUENCE IS TO REVIEW ALL THE PREPOSITIONS INTRODUCED IN LESSON 6. THE NEW WORD "WHERE" IS INTRODUCED BY THE HELPER'S ASKING A QUESTION CONTAINING THE WORD "WHERE." THE STUDENT ANSWERS BY READING THE ANSWER UNDER THE PICTURE. THE…

THE LESSON INTRODUCES THE LAST POSSESSIVE PRONOUN FOR THIS UNIT, THE WORD "THEIR." THE POSSESSIVE CASE AND ALL THE POSSESSIVE RELATIONSHIPS BETWEEN CHARACTER AND OBJECTS ARE THEN REVIEWED IN A QUESTION AND ANSWER SEQUENCE. THE WORD "WHOSE" IS CONTAINED IN SOME QUESTIONS. FINALLY, THE LESSON INTRODUCES "QUESTION" AND…

THE NAMES OF FOUR FOODS - CORN, MILK, BREAD, AND HAM - ARE INTRODUCED BY LINKING THEM WITH PICTURES. A NEW ARTICLE, "THIS," IS INTRODUCED. DISCRIMINATION IS DRAWN BETWEEN "THIS" AND "THE." A SEQUENCE TEACHES THE DIAGRAPH "TH." THE ARTICLE "A" AND THE VERB "ARE" ARE INTRODUCED. THE STUDENT…

THE NOUNS--TABLE, DOOR, ROOM, HOUSE, AND BED--ARE INTRODUCED BY PRESENTING THEM WITH APPROPRIATE PICTURES. THE RELATIONSHIP IS MADE STRONGER BY A DEMAND FOR RECOGNITION IN SITUATIONS WHERE NOUNS ARE COMPARED AND CONTRASTED TO PICTURES. "THE" AND "AND" ARE INTRODUCED BY VISUAL AND ORAL CUES FROM A HELPER. FURTHER DISCRIMINATION…

LESSON 4 BEGINS THE INTRODUCTION OF QUESTIONS AND ANSWERS. THE HELPER BEGINS BY ASKING A QUESTION. THE STUDENT RESPONDS BY READING THE SENTENCE INTRODUCED IN THE LAST LESSON. NEXT, THE QUESTIONS ARE READ BY THE STUDENT. PUNCTUATION IS INTRODUCED--QUESTION MARKS DENOTING QUESTIONS AND PERIODS INDICATING ANSWERS. THEN THE STUDENT IS ASKED TO READ A…