This document contains four monographs on serving adults with learning disabilities. The preface (Mary Ann Corley) explains how the papers were commissioned. The primary and secondary characteristics of learning-disabled adults and the implications of those characteristics for adult literacy programs are discussed in "Characteristics of Adults with Specific Learning Disabilities" (Paul J. Gerber). In "Screening for Learning Disabilities in Adult Literacy Programs," Daryl F. Mellard describes several effective screening procedures, their role in the overall assessment process, and the links between screening results and instruction. "Effective Instruction for Adults with Learning Disabilities" (Charles Hughes) details 16 principles of effective instruction: teach important skills, teach less better, teach explicitly, teach contextually, explain what is to be learned, check the old before teaching the new, model what is to be learned, use supported practice, use controlled materials, provide sufficient practice, require frequent responses, provide corrective feedback, promote generalization, be prepared, use accommodations only when necessary, and use caution in selecting instructional techniques. "Specific Learning Disabilities: A Civil Rights Issue" (Peter S. Latham, Patricia H. Latham) explores the legal rights of adults with specific learning disabilities in the areas of education and employment. In "National Adult Literacy and Learning Disabilities Monographs: A Conclusion," Neil A. Sturomski and B. Keith Lenz reiterate the main issues raised in the monographs. (MN)