Thomas G. Sticht

In this paper, the author discusses the thirteen discussion lists for adult literacy education, hosted by the U. S. government's National Institute for Literacy (NIFL). These lists cover a range of topics of interest to adult literacy educators. For this reason, they offer some insight into what professionals in the field find of interest and suitable for discussion.

This paper discusses the following seven adult literacy education pioneers in the United States: Harriet A. Jacobs, Cora Wilson Stewart, J. Duncan Spaeth, Frank C. Laubach, Paul A. Witty, Francis P. Robinson, and Septima Poinsette Clark.

In the mid-1990s nations in the Organisation for Economic Co-operation and Development [OECD] conducted the first International Adult Literacy Survey (IALS). A new version of the IALS will soon be released.

This paper reviews evidence that challenged the validity of the earlier IALS standardized performance scales.

Functional Context Education is an approach to education that is based upon a cognitive science theory of cognitive development, learning, and instruction. This article discusses research done by the author on the Functional Context Education (FCE) approach to education in relation to adult ESL programs.

Making the nation smarter through education is the over-riding strategy available to federal, state, or local policymakers for protecting the security and freedom of United States citizens as they pursue life, liberty and happiness. For this reason, all candidates for public office need to have a comprehensive understanding of and commitment to the thousands of programs across the nation providing adult education and literacy services.

The author identifies what he considers misunderstandings about reading evident in the U.S. initiative, “No Child Left Behind”.

In this paper, the author responds to a speech by U.S. President Bush in which the “No Child Left Behind Initiative” is discussed. Sticht proposes that, similarly, as no child should be left behind, it is time to attend to the education needs of children when they grow up to be adults; no adult should be left behind.

This paper was written for the Ohio Career-Technical and Adult Education Leadership and Policy Forum of February 22, 2005.

In this research note, the author discusses a report released by ProLiteracy Worldwide in October 2004 concerning adult literacy in the world.

In this message, the author speaks of Veteran's Day and the undereducated, less literate veterans who served the United States in times of war and the veteran adult literacy educators who helped many of these military personnel succeed.