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The National Institute for Literacy publishes documents on a variety of literacy-related topics. This is a partial list, emphasizing the most current products. Most can be accessed online. Hard copies can be ordered by calling the National Institute for Literacy at EDPubs at 1-800-228-8813 (TDD/TTY1-877-576-7734), visiting the EDPubs website, or faxing 1-301-470-1244. Please refer to the document number listed with every publication when ordering a hard copy. Many other NIFL publications not listed here can be accessed electronically by searching LINCS by the topic of interest.

Report on Activities and Accomplishments FY1993-FY2002

This report summarizes the National Institute for Literacy's accomplishments over a ten year period and provides an overview of the Institute's legislative history, structure, and funding. It also offers background information on literacy and the adult literacy service system.

e*Literacy

e*Literacy, National Institute for Literacy's electronic newsletter can be accessed at http://www.nifl.gov/nifl/eliteracy/archive.html. e*Literacy is a publication full of the latest information on activities to move adult and family literacy from the margins to the mainstream.

Equipped for the Future

For Equipped for the Future publications, visit http://eff.cls.utk.edu/resources/eff_publications.html.

Instruction

Learning to Think, Learning to Learn: What the Science of Thinking and Learning Has To Offer Adult Education Programs, Volume IV, Number 1, 1998-99. Jennifer Cromley. Available online at http://www.nifl.gov/nifl/fellowship/cromley_report.pdf (Accessible html version) This report reviews major topics on learning as applied to teaching adult GED students -- including memory, critical thinking, motivation, problem-based learning and transfer of learning from classes to real life. Each chapter includes a review of the topic, implications for teachers, and lesson ideas. An extensive bibliography and newsletter articles that may be reproduced by literacy programs are included. Available in softcover and unbound (photocopiable) versions.

Learning Disabilities

For Bridges to Practice resources, visit http://www.nifl.gov/nifl/ld/bridges/materials/materials.html.

Policy

Additional national and state Policy Updates are available online at http://www.nifl.gov/lincs/collections/policy/updates.html These short publications provide information on various federal policy issues pertaining to adult and family literacy.

Special Policy Update: English Literacy and Civics Education for Adult Learners, August 2001. Michelle Tolbert. ED Pubs document EX 0150P. Available in print and on-line at http://www.nifl.gov/nifl/policy/esl.pdf (Accessible html version). The most recent U.S. Census figures reveal that nearly one in five Americans over the age of five does not speak English at home. With studies indicating that Americans who speak little or no English are more likely to face economic hardship, it is important to ensure that they have the skills they need to succeed. To help meet this challenge, the English Literacy and Civics Education (EL/CE) state formula grants, together with a two-year EL/CE demonstration program funded by the U.S. Department of Education, provides English language learners with English literacy instruction and civics education to help them succeed at work, home, and in the community. This Special Policy Update describes the English language learner population today, reviews the current status of the EL/CE initiative, and highlights promising practices of the EL/CE demonstration projects.

State Policy Update

State Correctional Education Programs, March 2002. Michelle Tolbert. EDPubs document EX0169P. Available in print and online at http://www.nifl.gov/nifl/policy/st_correction_02.pdf (Accessible html version).. This report provides background on the criminal justice system, summarizes the funding sources, correctional philosophy, and laws affecting state correctional education programs, and describes the adult prison population today. In addition, the Update reviews the various components of correctional education, discusses the benefits of education to inmates, and highlights correctional education initiatives in three states-Maryland, Ohio, and Texas.

Professional Development for Adult Education Instructors, December 2001. Michelle Tolbert. EDPubs document EX 0160P. Available in print and online at http://www.nifl.gov/nifl/policy/development.pdf (Accessible html version). Professional development systems for adult educators vary from state to state in areas such as delivery formats, state contributions, training requirements, and evaluation methods. With the ultimate goal of improving adult learner achievement, states and researchers are exploring new ways to improve professional development and the quality of instruction in programs. Ensuring high quality programs and services is particularly important now, with states facing limited and undependable resources, as well as new standards and reporting requirements at the federal, state, and local levels. This State Policy Update provides background on professional development in adult education, summarizes the funding sources for professional development, and reviews data collected from the NIFL survey of state professional development systems. In addition, the report highlights professional development activities in four states - Kentucky, New York, Oregon, and Tennessee - and describes current and upcoming federally funded professional development initiatives and research projects.

Statistics

State of Literacy in America: Estimates at the Local, State, and National Levels, Stephen Reder, Ph.D., February 1998. ED Pubs document EX0035P. Available in print and online at http://www.nifl.gov/reders/reder.htm This 450-page report uses data from the 1992 National Adult Literacy Survey and 1990 US Census to estimate the number of adults in the US with very low literacy skills by state, county, town, and Congressional district.

A Child Becomes a Reader: Proven Ideas for Parents from Research -- Birth to Preschool, September 2002. Bonnie B. Armbruster, Fran Lehr and Jean Osborn. ED Pubs Document EX0028P. Available online at http://www.nifl.gov/partnershipforreading/publications/pdf/low_res_child_reader_B-K.pdf (Accessible html version). When does a child learn to read? Many people might say in kindergarten or first grade. But researchers have told us that children can begin to learn reading and writing at home, long before they go to school. This booklet offers advice for parents of children from birth to preschool on how to support reading development at home, and how to recognize preschool and day care activities that start children on the road to becoming readers.

A Child Becomes a Reader: Proven Ideas for Parents from Research -- Kindergarten through Grade Three, September 2002. Bonnie B. Armbruster, Fran Lehr and Jean Osborn. ED Pubs Document EX0027P. Available online at http://www.nifl.gov/partnershipforreading/publications/pdf/low_res_child_reader_K-3.pdf (Accessible html version). The road to becoming a reader begins the day a child is born and continues through the end of third grade. At that point, a child must read with ease and understanding to take advantage of the learning opportunities in fourth grade and beyond. This booklet offers advice for parents of children from grades K-3 on how to support reading development at home, and how to recognize effective instruction in their children's classrooms.

Research-Based Principles for Adult Basic Education Reading Instruction, September 2002, John Kruidenier. ED Pubs Document EXR0033P. Available online at http://www.nifl.gov/partnershipforreading/publications/adult_ed_02.pdf (Accessible html version). This publication represents the best information available about how adults learn to read. It is designed to serve two primary audiences: educators and policy makers who make decisions about the content of adult basic education reading instruction and researchers eager to identify new avenues of study to add to our understanding of this field.

Put Reading First: The Research Building Blocks for Teaching Children to Read, September 2001. The Partnership for Reading: National Institute for Literacy; National Institute of Child Health and Human Development; and U.S. Department of Education. EXR0007B. Available in print and online at http://www.nifl.gov/partnershipforreading/publications/PFRbooklet.pdf (1.25 MB) (Accessible html version). This booklet summarizes for teachers what researchers have discovered about how to teach children to read successfully. It describes the findings of the National Reading Panel Report and provides analysis and discussion in five areas of reading instruction: phonemic awareness; phonics; fluency; vocabulary; and text comprehension. Each section suggests implications for classroom instruction as well as other information.

Put Reading First: Helping Your Child Learn to Read, September 2001. The Partnership for Reading: National Institute for Literacy; National Institute of Child Health and Human Development; and U.S. Department of Education. EXR0006H. Available in print and online at http://www.nifl.gov/partnershipforreading/publications/Parent_br.pdf (Accessible html version). This brochure, designed for parents of young children, describes the kinds of early literacy activities that should take place at school and at home to help children learn to read successfully. It is based on the findings of the National Reading Panel.

Information about NIFL Programs

LINCS Brochure, October 2001. ED Pubs document EX0154H. Available in print. LINCS is the National Institute for Literacy’s one-stop source of literacy information online. The LINCS brochure offers a basic overview of the system’s main features, including a search function that accesses a wide range of literacy websites and databases; special collections of information on topics like ESL and workplace literacy, online discussion lists, calendars, and more.

LINCS Postcard, ED Pubs document EX0153

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