Prison Literacy:Implications for Program and Assessment Policy

Title: Prison Literacy:Implications for Program and Assessment Policy
Author: Anabel P. Newman, Warren Lewis, Caroline Beverstock, Indiana University
Publication information: National Center on Adult Literacy Technical Report TR93-1 September 1993, co-published with ERIC Clearinghouse on Reading and Communication Skills 2805 East 10th Street, Suite 150 Bloomington, Indiana 47408-2698
Source: copyright National Center for Adult Literacy
Complete text:

This report has been converted from Microsoft Word 5.1 to plain text; all formats and graphics have been deleted. Versions formatted in Microsoft Word 5.1 for the Macintosh are available from NCAL's Gopher server; formatted versions include all charts and graphs. Hard copies are also available from the NCAL.

Feel free to copy and distribute. This paper may be quoted or abstracted with proper citation; material changes must be approved by the National Center on Adult Literacy and the author.

This work was supported by funding from the National Center on Adult Literacy at the University of Pennsylvania, which is part of the Educational Research and Development Center Program (Grant No. R117Q0003) as administered by the Office of Educational Research and Improvement, U.S. Department of Education, in cooperation with the Departments of Labor and Health and Human Services. The findings and opinions expressed here do not necessarily reflect the position or policies of the National Center on Adult Literacy, the Office of Educational Research and Improvement, or the U.S. Department of Education.

Co-published September 1993 by
The National Center on Adult Literacy and
ERIC Clearinghouse on Reading and Communication Skills National Center on Adult Literacy
3910 Chestnut Street
Philadelphia, PA 19104-3111

The National Center on Adult Literacy (NCAL) was established in 1990 by the U.S. Department of Education, with co-funding from the Departments of Labor and Health and Human Services. The mission of NCAL addresses three primary challenges: (1) to enhance the knowledge base about adult literacy, (2) to improve the quality of research and development in the field and (3) to ensure a strong, two-way relationship between research and practice. Through applied research and development and dissemination of the results to researchers, policymakers and practitioners, NCAL seeks to improve the quality of adult literacy programs and services on a nationwide basis. NCAL serves as a major operating unit of the Literacy Research Center at the University of Pennsylvania.

ERIC Clearinghouse on Reading and Communication Skills
2805 East 10th Street, Suite 150
Bloomington, Indiana 47408-2698

ERIC (an acronym for Educational Resources Information Center) is a national network of 16 clearinghouses, each of which is responsible for building the ERIC database by identifying and abstracting various educational resources, including research reports, curriculum guides, conference papers, journal articles, and government reports. The Clearinghouse on Reading and Communication Skills (ERIC/RCS) collects educational information specifically related to reading, English, journalism, speech, and theater at all levels. ERIC/RCS also covers interdisciplinary areas, such as media studies, reading and writing technology, mass communication, language arts, critical thinking, literature, and many aspects of literacy.

This publication was prepared with funding from the Office of Educational Research and Improvement, U.S. Department of Education, under contract no. RI88062001. Contractors undertaking such projects under government sponsorship are encouraged to express freely their judgment in professional and technical matters. Points of view or opinions, however, do not necessarily represent the official view or opinions of the Office of Educational Research and Improvement.

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