This study involving 207 adult city-core illiterates from Buffalo and Niagara Falls, New York, reading below third grade level, examined (a) educational characteristics and abilities of adult illiterates important to the improvement of reading materials and programs; (b) a study of the use of i.t.a. with adult-centered materials paced to adult learning rates and providing training for teachers; and (c) identification of variables predictive of reading gain. Standardized tests and tests of potential which were used showed the subjects lacing a number of skills helpful to efficient and effective test taking. They usually had a low level of general information, as well as low skills level. Visual acuity was often inadequate. Gains by the experimental group were not significantly greater than those of the control group; however, the child-oriented standardized testing instruments were considered inadequate. A relatively higher level of communication in the background and reading oriented present family situations were the most valuable predictive variables. Recommendations are included concerning combination research programs, linguistic analysis, recruitment, adult materials, teaching training, readability formula for adults, a materials study, methodology, and testing. (ly)