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This monograph looks first at opportunities provided by research in the adult literacy field and then identifies challenges to scientific research and suggests ways to address these challenges so that better evidence can be generated in the future. It has two goals that support the building of a stronger research base for the adult literacy field. The first goal is to interest researchers in pursuing rigorous scientific research in this field. Despite the many challenges to research, this field offers researchers some opportunities to have a positive impact on education, increase the research base, and advance their careers. The second goal is to identify these challenges and approaches to overcoming them so that future research could design more successful studies. Addressing these challenges to research is a critical step toward building a larger and stronger foundation of evidence to support practitioner decisions. The target group for this monograph includes present and prospective researchers but also policymakers and administrators who seek a better understanding of research in this field. Appended are: (1) List of Advisors; (2) List of Peer Reviewers; and (3) List of Government Officials. (Contains 7 footnotes.)

The role of adult education in sustaining economic growth and expanding opportunity in Massachusetts was explored. The analysis focused on the new basic skills needed for a new economy, groups lacking the new basic skills, the demand for adult basic education (ABE), funding for ABE, building basic skills through adult education, ABE's costs and benefits, and moving toward an integrated job training and ABE system. The following major challenges to building workers' skills were identified: (1) a language challenge; (2) an education credential challenge; and (3) a new literacy challenge. The following were among the recommendations offered for overcoming these challenges: (1) expand weekend classes; (2) track students' outcomes in the labor market after they leave the classroom; (3) expand developmental education through community college-employer partnerships; (4) expand community college developmental education; (5) create tax incentives for the private sector; (6) provide more job training for workers with the most limited skills; (7) refer workers with weak skills to ABE systems and one-stop career centers; (8) and direct ABE students toward other education and training opportunities. The following items are appended: background information on the ABE system; the education and literacy needs of Massachusetts' elderly and young adult populations; and supplemental tables. (Contains 80 tables.) (MN)

"Review of Adult Learning and Literacy: Connecting Research, Policy, and Practice, Volume 7" is the newest volume in a series of annual publications of the National Center for the Study of Adult Learning and Literacy (NCSALL) that address major issues, the latest research, and the best practices in the field of adult literacy and learning. Each Review opens with an overview of significant recent developments in the field of adult literacy followed by a set of chapters presenting in-depth reviews of research and best practices on topics of high interest to the field, and concludes with a Resources section. The following chapters are included: (1) The Years 2004 and 2005 in Review (Noreen Lopez); (2) Persistence: Helping Adult Education Students Reach Their Goals (John Comings); (3) Achieving Adult Education Program Quality: A Review of Systematic Approaches to Program Improvement (Mary Ziegler and Mary Beth Bingman); (4) Assistive Technology and Adult Literacy: Access and Benefits (Heidi Silver-Pacuilla); (5) Individualized Group Instruction: A Reality of Adult Basic Education (Perrine Robinson-Geller); (6) Health Literacy: An Update of Medical and Public Health Literature (Rima E. Rudd, with Jennie Epstein Anderson, Sarah Oppenheimer and Charlotte Nath); (7) Research on Professional Development and Teacher Change: Implications for Adult Basic Education (Cristine Smith and Marilyn Gillespie); (8) Opportunities, Transitions, and Risks: Perspectives on Adult Literacy and Numeracy Development in Australia (Rosie Wickert, Jean Searle, Beth Marr, and Betty Johnston); (9) Adult Basic Education in South Africa (Veronica McKay); and (10) Annotated Bibliography on Workplace Education (Connie Nelson). (Individual chapters contain tables, footnotes, figures, appendices, and references.) [For "Review of Adult Learning and Literacy, Volume 6," see ED493806.]

"The Review of Adult Learning and Literacy: Connecting Research, Policy, and Practice, Volume 5" is a volume in a series of annual publications of the National Center for the Study of Adult Learning and Literacy (NCSALL) that address major issues, the latest research, and the best practices in the field of adult literacy and learning. Each "Review" opens with an overview of significant recent developments in the field of adult literacy during the year, followed by a set of chapters presenting in-depth reviews of research and best practices on topics of high interest to the field. "Volume 5" includes chapters on: (1) The increasing emphasis on scientifically based research and evidence-based practice in education, their use in adult literacy, and the perception of their usefulness by those who work in the field; (2) Recent research on the impact of acquiring a General Educational Development (GED) credential; (3) The adult literacy system in the state of Massachusetts, focusing on the factors that led to investing and restructuring in the system, and the lessons learned that may be helpful to other states interested in building strong systems of educational service delivery for adult learners; (4) A history and review of volunteerism in adult literacy; (5) The history and structure of the adult literacy system in New Zealand, including policy recommendations for the current system to more effectively serve all adult learners; and (6) A review of theories and key resources related to metacognitive skills in reading. "The Review of Adult Learning and Literacy" serves as the journal of record for the field and is an essential resource for all stakeholders who need to know what research can reveal about how best to serve adult learners. Following a foreword and preface by M. Reddy, the contents of this book include: (1) The Year 2002 in Review (T. G. Sticht); (2) Adult Literacy Policy, Scientifically Based Research, and Evidence-Based Practice (L. Mikulecky); (3) The General Educational Development (GED) Credential: History, Current Research, and Directions for Policy and Practice (J. H. Tyler); (4) Massachusetts: A Case Study of Improvement and Growth of Adult Education Services (J. Comings and L. Soricone); (5) Volunteers in Adult Literacy Education (J. A. Sandlin and R. St. Clair); (6) Adult Literacy in New Zealand (A. J. Cain and J. Benseman); (7) Metacognition, Cognitive Strategy Instruction, and Reading in Adult Literacy (J. G. Cromley); and (8) Resources on Metacognition, Cognitive Strategy Instruction, and Reading in Adult Literacy (J. G. Cromley). [For "Review of Adult Learning and Literacy, Volume 4," see ED493804.]

"The Review of Adult Learning and Literacy: Connecting Research Policy, and Practice, Volume 4" is an addition to a series of annual publications of the National Center for the Study of Adult Learning and Literacy (NCSALL) that address major issues, the latest research, and the best practices in the field of adult literacy and learning. "Volume 4" opens with an overview of significant recent developments in the field. Subsequent chapters cover a wide range of topics critical to the success of adult education and literacy services in the United States: (1) Issues of race, class, gender, and sexual orientation; (2) The role of workplace education in building adults' basic skills; (3) The role of new learning technologies in adult education and literacy; (4) Adult developmental theories and their implications for the teaching of adult basic education and English for speakers of other languages; and (5) Traditional and contemporary adult learning theories, including an annotated bibliography of key resources. After a foreword and preface by Dolores Perin, this book contains six chapters: (1) The Year 2001 in Review (T. G. Sticht); (2) Race, Class, Gender, and Sexual Orientation in Adult Literacy: Power, Pedagogy, and Programs (D. D'Amico); (3) Why Do Companies Provide Workplace Education Programs? (A. Levenson); (4) Implications of New Learning Technologies for Adult Literacy and Learning (R. Stites); (5) Applying Constructive-Developmental Theories of Adult Development to ABE and ESOL Practices (D. Helsing, E. Drago-Severson, and R. Kegan); and (6) The Changing Landscape of Adult Learning Theory (S. Merriam). The book also includes an appendix, Resources on Adult Learning Theory (S. Merriam). [For "Annual Review of Adult Learning and Literacy, Volume 3," see ED478329.]

This document contains eight papers on adult learning and literacy research and practice. "The Year 1999 in Review" (Dave Speights) presents an overview of adult learning and literacy research funding, policy, and activities in 1999. "Making Sense of Critical Pedagogy in Adult Literacy Education" (Sophie C. Degener) details a critical pedagogy framework for adult education programs. "Research in Writing: Implications for Adult Literacy Education" (Marilyn K. Gillespie) discusses the teaching of writing as an integral and essential part of adult literacy education. "Time to Reframe Politics and Practices in Correctional Education" (Stefan LoBuglio) reviews policy, practice, and research related to correctional education and offers recommendations for improving them. "Building Professional Development Systems in Adult Basic Education: Lessons from the Field" (Alisa Belzer, Cassandra Drennon, Cristine Smith) examines five professional development systems in five states and considers their implications for improving the professional development of adult educators. "Adult Learning and Literacy in Canada" (Linda Shohet) explores the past, present, and future of adult literacy education in Canada. "Organizational Development and Its Implications for Adult Basic Education Programs" (Marcia Drew Hohn) traces the evolution of organizational development and experience with total quality management. "Resources on Organizational Development" (Marcia Drew Hohn) presents an annotated bibliography of 29 resources for adult literacy educators. (Most papers contain references.) (MN) [Full text of individual chapters are available in ERIC, ED508712-ED508718, under auspices of the copublisher, Office of Educational Research and Improvement.]

This book contains eight papers on adult learning and literacy. "The Year 1998 in Review" (Fran Tracy-Mumford) examines educational legislation and policy and developments in adult education program development, program accountability, strategic alliances and partnerships, and instructional methodologies and technologies. "Lessons from 'Preventing Reading Difficulties in Young Children for Adult Learning and Literacy'" (Catherine E. Snow, John Strucker) examines recent findings of research on reading development. The pros and cons of admitting high school dropouts to adult literacy programs are weighed in "Youth in Adult Literacy Education Programs" (Elisabeth Hayes). "Adult Literacy and Postsecondary Education Students: Overlapping Populations and Learning Trajectories" (Stephen Reder) examines provision of literacy education in light of increasing economic demands for postsecondary credentials. The literacy levels required to read medical literature and informed consent documents are discussed in "Health and Literacy: A Review of Medical and Public Health Literature" (Rima E. Rudd, Barbara A. Moeykens, Tayla C. Colton). Assessment of outcomes and learner outcomes in English for speakers of other languages (ESOL) programs is explored in "Perspectives on Assessment in Adult ESOL Instruction" (Carol H. Van Duzer, Robert Berdan). "Adult Learning and Literacy in the United Kingdom" (Mary Hamilton, Juliet Merrifield) describes the United Kingdom's adult literacy system. The growing use of computers in literacy education is the subject of "Using Electronic Technology in Adult Literacy Education" (David J. Rosen). "Resources on the Use of Electronic Technology in Adult Literacy Education" (Jeff Carter, Lou Wollrab) is an annotated bibliography of 26 publications and Web sites devoted to adult literacy. Thirty tables/figures/exhibits are included. All papers contain substantial bibliographies. (MN) [Full text of individual chapters are available in ERIC, ED508703-ED508711, under auspices of the copublisher, Office of Educational Research and Improvement.]