This directory provides quick reference to individuals at the national, regional, state and local levels who, through their responsibilities and organizations, can aid those engaged in the Appalachian Adult Basic Education Program. (CK)

Examines the procedure for applying the Fog, Flesch, and Fry readability formulas to the Internal, Powerful Others, and Chance Scales and for modifying the instrument for use with adult basic education (ABE) students. (Author/CH)

Describes a conference of 19 educators who met at Texas A & M University to project realistic adult basic education goals and strategies for the 1980s. Goals and strategies for their accomplishment were formulated, and reactions to these were elicited from representatives of the fields of education, politics, and the private sector. (NRJ)

Assessed inservice education for teachers in adult basic education programs in Ohio over seven years. Discusses changes in teachers' involvement in the program, changes in their careers, and their preference for regional rather than local inservice activities. (JOW)

This report compared adult basic education (mathematics and reading) programs in the military and elsewhere on academic achievement (exit versus entry level), hours of class time, age groups, tests used, student teachr ratios, teacher chracteristics, and methods. (LY)

The Newspaper offers tremendous potential as a means to teach most of the basic reading skills. (NL)

Focuses on the concept of common sense and explores the potential conflict between common sense and book learning as it relates to the approach to culture in adult basic education. (JOW)

Considers competency-based adult education from a psychological and philosphical perspective in light of the historical delivery of adult basic education as a federally funded, state administered program. (JOW)

Reports on a new adult literacy agency in England established to advise local education authorities. (MKM)

Discusses the current situation (along with changes and specific developments over the past 13 years) in France regarding illiteracy. Describes the beginnings of the struggle against illiteracy and poverty; the organization of literacy work; the move from literacy to basic education; the future for literacy work in France; and the lack of…

Prisons are communities, and correctional educators should approach them as systems to deal with low literacy attainment and the constraints of prison culture. Learner-centered, participatory programs can provide the skills and abilities needed for successful social reintegration. (SK)

Describes a project to offer free reading classes to raise the reading level of Job Training Partnership Act-eligible adults. Discusses procedural steps required to complete the project and the results. (JOW)

Outlines three approaches to numeracy instruction: (1) traditional positivism, the transfer of knowledge from teacher to student; (2) constructivism, in which learning is contextual and culturally meaningful; and (3) critical constructivism, which enables students to reflect on learning and its social context. (SK)