State Board of Health, local courts, local charity organizations,
local ministerial association, school teachers and principals,
welfare workers, employment agencies, and local medical society.
Bulletin 71F-1, An Outline of a Community Survey for Program Plan-
ning in Adult Education,can be obtained from the Florida State
Department of Education, Tallahassee, Florida. It is a most useful
document.

 Merely informing illiterates about the program will do little
good. Many literacy campaigns have been conducted in this country.
Perhaps the most successful have been those conducted in prisons!
There, both the prison officials and the inmates attack the problem
in a non-emotional fashion. Goals are set and a plan is devised to
meet those goals. Neither the prison officials or the inmates need
to be whipped to an emotional frenzy in order to see the social and
personal rewards.

 Most literacy campaigns are relatively short term projects
highly charged with emotion. Energies and interests are expended in
a short period. Soon the problem is forgotten again by most people.
Agencies forget to refer to the adult educator the illiterates they
have contacted. Ministers and church ladies lose their momentum.
And even public school teachers neglect to make the personal contact
and exert the personal persuasion that is required! Crash campaigns
generally crash!

 Teachers in adult basic education should be experts in the
recruitment of students. Time should be spent in learning about the
community and in learning techniques for the identification and
recruitment of students. Time should also be provided for teachers
to go out and make the necessary contacts with potential students. A
teacher who lacks the ability to recruit students may also lack the
ability to do a good job of teaching them. The ability to recruit is
hardly dissimilar from the ability to hold students once recruited.

 The Chapter, Assessing for Instruction, gave some general
principles of testing. These will not be reviewed here but should be
referred to when planning the testing program for introductory stage
classes and before giving an Informal Reading Inventory or interpret-
ing the results of tests. The testing program should include: (1)
An Informal Reading Inventory. (2) An oral reading test such as The
Gilmore Oral Reading Test (Psychological Corporation), Gray Oral Read-
ing Test (Bobbs-Merrill), or Durrell Analysis of Reading Difficulty
(Psychological Corporation). (3) A standardized silent reading test
such as the Gray-Votaw-Rogers Primary Test (Steck), Stanford Achieve-
ment Test, Primary I (Harcourt, Brace, and World), or California
Reading Test, Upper Primary (California Test Bureau).

 Several forms of the silent reading tests should be available.
Diagnosis and progress reports should be based upon an interpretation


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