Argues that providing accessible adult basic education in South Africa will call for a flexible approach in terms of both the languages of learning and variety of areas of learning that will be regarded as acceptable for accreditation. (SR)

Presents four "conning" techniques to lure elusive reluctant readers into actually reading books. (SR)

Interviews 195 older adults, finding that those who read for pleasure were less lonely than those who did not. Finds no association between loneliness scores and several other factors thought to have a relationship to loneliness. Finds, however, decreased loneliness strongly associated with whether the participant had a confidant. (SR)

Describes a workplace literacy program that uses both workplace and participant-generated materials, including job descriptions, job procedures, training materials, newsletters, booklets, and memos. Shows how literacy development went beyond the survival stage to levels of empowerment and human development. (SR)

Describes a familiar reading strategy, Question-Answer Relationship, modified for use in the mathematics classroom to help mathematics students read, answer questions, and learn from text. (SR)

Describes an alternative, holistic vocabulary strategy for students with limited English proficiency that draws high-frequency words from a variety of literary publications, then recycles that vocabulary in reading, writing, listening, and speaking activities. (SR)

Describes experiences with adult students showing that teachers can take a dialogic approach to literacy in any classroom setting. Points out that the focus is on talk, generative themes, and written dialog. (SR)

Describes an activity for a content area reading class called "Subject of the Day," in which future secondary teachers consider ideas from disciplines other than their own and incorporate these ideas into their teaching repertoires to improve cross-curricular and interdisciplinary connections. (SR)

Introduces a new column which will be a "collection of choice morsels" about ways to use technology in the interest of enhancing literacy for adolescent and adult learners. (SR)

Presents research results (in the form of a story) regarding parents', teachers', and students' observations about the students as readers, and their goals for the students as readers. Discusses the role of teacher as researcher. (SR)

Describes Suzanne Fisher Staples' young-adult novel "Haveli." Presents two passages from it as read-alouds. Suggests class activities related to the book as a means of discussing cultural diversity and differing attitudes towards literacy in other cultures. (SR)