of material appropriate for this approach. Many books written for
children are highly interesting to adults. The list is far too long
to include here, but a perusal of the catalogs of some of the pub-
lishers listed in Appendix A will provide you with a wide choice.
The publishers will send their catalogs on request.

 Programmed instruction is no longer a new approach for teach-
ing reading. However, much of what has been done is not first class.
The approach, which permits students to progress at their own rates,
has much to recommend it. Essentially, it is a self-teaching tech-
nique with the student being informed of his success or failure (and
the failure rate is kept very low) immediately after making his res-
ponse. It definitely has a place in teaching adult basic education
and has proven to be an effective way of teaching mathematics,
English, and reading. There are many programs on the market or
currently being developed. Such companies as Follett Publishing
Company, Bobbs-Merrill Company, and California Test Bureau will send
descriptive literature concerning their programmed materials.

 Programmed instruction is one good approach to use with adults.
However, it should not be expected to carry the whole load; especially
in reading. For maximum usefulness, teacher supervision is needed.
Skills that are learned should be tried out and reinforced and the
teacher has an important job of guidance to do. At the time of this
writing, programmed materials in reading offer more promise than
results, but good literacy programmed materials should soon be avail-
able.

 The "Packaged Program" approach uses many vehicles. Some com-
panies have developed programs that include film strips, teaching
machines, and classroom libraries. Others have developed "reading
laboratories" which contain multi-level materials which can be used
with a whole class or with an individual. These generally are com-
posed of a large number of units, each having exercises for developing
reading skills. Some are appropriate for.adults. Many publishers are
discovering a truth that television and movie producers have known for
a long time. Namely, that there is a general interest range which
covers both children and adults and that programs designed for adults,
if within the general interest area, are acceptable to children. Most
seem to be preferred over programs designed for children. However,
television shows and movies designed for children are generally not
acceptable to adults. The same holds true for reading materials. An
outcome of this insight is the production of materials of controlled
readability that can be used with both children and adults. The
dictum that materials designed for children should not be used with
adults is no longer true. Rather, most of the material designed for
children should not be used with adults. "Neutral" materials are
acceptable to both adults and children.

 A well-rounded properly financed adult basic education program
will include a wide variety of materials and methods. The cost-quality


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