In recent years, many factors have converged to

steadily increase the momentum toward the

professionalization of adult literacy educators. Improving

the quality of instructional practice in the field of adult

education through the professionalization of practitioners

is seen to be at the core of improving the quality of

Sabatini_et_al_teacher_perspectives_02.pdf

Even though millions of dollars have been invested

in workplace literacy programs, few programs have

been evaluated well. Typically, evaluations have

relied on anecdotes, learner satisfaction

questionnaires, and standardized basic skills tests. An

effective evaluation, however, should consist of two

MikuleckyLloyd_workplace_literacy_95.pdf

instruction in the United States are complicated by

(a) changing demands for basic skills in the

workplace, (b) an increase in immigrants who have

limited command of English, (c) changing federal

welfare policies, and (d) limited awareness on the

part of those with low reading and writing ability

VenezkyWagner_supply_and_demand_95.pdf

Although both the adult learning disability

community and adult literacy community deal with

adults whose limited reading skills interfere with

daily living, the pedagogical approaches of the two

communities have differed markedly in terms of

traditional assumptions, target population, and

Fowler__Scarborough_reading_disabled_adults_95.pdf