products being sold. The illiterate adults talk about the shows, buy
and handle many of the products, and know the names of the star per-
formers.

 Adults have more physical problems associated with learning to
 read than do children. After the age of 35 they prefer more illumina-
 tion than do younger people. Flickering lights irritate them more and
 glare is less easy to tolerate. The loss of visual power is matched
 by a loss in auditory acuity and in reactions to auditory stimuli.
 This decay of hearing power generally starts in the late teens and
 tapers off in late adulthood.

 The fact that adults have more hearing and seeing problems than
 children does not mean they are more difficult to teach. Many of the
 productions of eminent people were done long after their physiological
 prime. Most teachers over 30 would agree that physiological prime and
 psychological prime are quite different. Both must be considered in
 teaching. When teaching children, their undeveloped bodies and brains
 must be considered. When teaching adults, certain physiological weak-
 nesses should be taken into consideration. Duplicated materials should
 be double spaced and pica type should be used. Glare should be reduced
 to a minimum and seating should be so arranged that group activities
 take place with the students close to the speaker or speakers. If
 possible, arrangements should be made for a visual examination of those
 who appear to have visual difficulties. To enable those with hearing
 problems to get your communications better, an effort should be made
 to speak relatively slowly and distinctly. If you are a pacer, try to
 slow down your movements lest you distract the listeners. Unusual
 words should be enunciated clearly and repeated and questions directed
 to the teacher or other member of the group should be restated. If
 you keep in mind the fact that people of different ages vary in their
 physiological deficits, it will help you in adjusting the study tempo
 to the individual. These adjustments are probably easier to make than
 the adjustments that must be made when teaching children. After all,
 adults are our own kind!

 Adults (and that includes teachers) are likely to have more
rigid habit patterns than are children. While these habits can be
modified, it takes longer than with children for they are more firmly
established. This is especially true with language style. This is a
sensitive area and an indirect approach will prove more fruitful than
a direct one. Some illiterate adults have had but a few experiences
with standard English and your language may seem as strange to them as
their language seems to you. Don't begin by correcting their grammar!
More socially acceptable language style will be developed as ability to
read increases.

 Adults need the security of belonging. They prefer an informal,
friendly atmosphere where their opinions may be freely expressed. They
must be made to feel that their opinions and needs are important. They
must accept the teacher as a member of the group if he is to get optimal
communication with them. Before really effective teaching can take
place, the students must identify themselves as participants in a