Thomas G. Sticht

In this article, the author, Thomas Sticht, explores the concept of intergenerational transfer of literacy from adults to their children. Sticht discusses how a parent’s education level can effect the achievement of their children, referring to recent research and a book entitled the BBC Adult Literacy Handbook.

Sticht looks at how the U.S. Army taught English language instruction and vocational training concurrently to immigrants during World Wars I and II, and how similar training continues today.

Sticht looks at "several technologies" teachers can use to help adults learn to read and write, including chalkboards, television, radio, newsprint and tape recorders.

Mr. Sticht looks at the pros and cons of the Adult Education and Literacy System (AELS) of the United States changing its emphasis from encouraging Adult Basic Education students to obtain a GED to obtaining a "transitional" GED which would allow them to qualify for and transition into college, and acquire a two- or four-year college degree.

Thomas Sticht, International Consultant in Adult Education, has put together a syllabus for self-study to give those new to the field of literacy more background in adult education and literacy development, and to offer others in the field a chance to deepen their knowledge about the field and its history, policies, practices and issues that it deals with. All recommended reading is available in the NALD Library.

In this article, author Thomas Sticht makes a case for using an "integrated literacy education" approach to deal with

This is a paper prepared for presentation at the National Center for Family Literacy Annual Conference March 4th, 2007 in Orlando, Florida. The thesis of the paper holds that investments in adult literacy education can lead to intergenerational effects on the educational achievement of children.

The author discusses 40 years of Adult Education in the United States. This year, they celebrate 40 years of Adult Literacy and Literacy System that was created by the Adult Education Act of 1966, and which continues today as Title 2: The Adult Education and Family Literacy Act of the Workforce Investment Act of 1998.

The author writes on "Why is it so hard to get funding for adult literacy education"?

In this document, an international consultant on adult education shares his views on a national poll by the Canadian Council on Learning (CCL) indicating that Canadians think that it would be acceptable if 80 per cent of adults could meet most everyday reading requirements.

The author points to a number of surveys suggesting that a large majority of Canadian adults believe they have the literacy skills needed to work and live well.