ERIC Number: ED390885
Record Type: RIE
Publication Date: 1993-Mar
Reference Count: N/A
Reducing Illiteracy: Review of Effective Practices in Adult Literacy Programs. Volume I. Research Report.
Solorzano, Ronald W.
This review describes the types of adult literacy practices in current use and identifies those found to be particularly effective. The report is organized around the program areas of: (1) methods and materials; (2) testing and evaluation; (3) outreach and recruitment; (4) learner retention; and (5) program management. The review demonstrates the variety of approaches to teaching both native-English-speaking and non-English-speaking adults. The literature points to the importance of identifying adults' strengths and weaknesses relative to instructional delivery, because this may be the deciding factor in keeping adults in the program. Of particular interest were discussions of the debate between phonics and whole-language approaches to teaching adults. While phonics was found to have a place in instruction, teaching methods that emphasized meaning or learner goals were more popular in adult literacy programs. The assessment of student progress and the evaluation of program success were acknowledged as vital components to program development and delivery. A very important characteristic of a successful program was the presence of a good leader. (Contains 2 tables and 195 references.) (SLD)
Descriptors: Adult Literacy, Adult Reading Programs, Adults, Educational Assessment, Educational Objectives, Educational Practices, Evaluation Methods, Illiteracy, Instructional Leadership, Limited English Speaking, Literacy Education, Phonics, Program Development, Program Effectiveness, Reading Instruction, School Holding Power, Student Recruitment, Teaching Methods, Whole Language Approach
Publication Type: Information Analyses
Education Level: N/A
Sponsor: California State Dept. of Education, Sacramento.
Authoring Institution: Educational Testing Service, Princeton, NJ.