GED (General Educational Development) learners are a diverse group--just like ABE (Adult Basic Education) and ESL (English as a second language) learners. For some, passing the GED tests closes the door on a history of defeat and failure and allows them to move ahead personally. Achieving the goal of passing all five GED tests is not easy for some GED learners who have not been successful in school settings. Their academic difficulties, behavioral problems, inconsistent or limited high school attendance, negative school experiences, and other interfering factors likely mean they do not have GED level (9th-12th grade) skills-especially in the area of reading. This combination of reading, motivation, and persistence problems can be very challenging for GED instructors. During the past three years of the Minnesota Practitioner Reading Research Project, several participants have centered their practitioner research study around reading difficulties experienced by their GED learners. This issue of "NetNews" offers four "GED-specific" strategies piloted with ABE learners with reading difficulties, several of whom wanted or needed their GED. These GED-specific strategies were successful in improving word recognition, vocabulary, and fluency using informal assessment and authentic pre-GED materials matched to the learners' actual reading levels. Other topics discussed in this issue include: (1) GED Learners; and (2) GED Research and Preparation Strategies. [For Volume 6, Number 2 of "NetNews," see ED493595.]