Postsecondary institutions are finding more students without the literacy proficiency to study on the collegiate level, yet little research has been completed in the area of adult literacy instruction. Due to this deficiency, literacy instructors have relied on utilizing children's reading strategies which have proven ineffective in an adult setting. Research shows that adult learners are self-directed, need to engage in relevant curriculum, and must recognize their current literacy practices before remediation can take place. This study looked at the effects of implementing three research-based strategies into an adult basic literacy course: reflective essays, individualized goal-setting conferences, and self-selected reading projects. Results indicated these strategies were effective in increasing low-literacy adults' success in an adult basic literacy course. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]