Abstract
This article explores the interrelationships between literacy research, policy, and practice. The author contends that these three spheres of activity, which in principle should be closely related and mutually supportive, have in fact developed independently of one another and remain separated by mutual misunderstandings. In developing nations, the influence of externally funded research and internationally sanctioned policy objectives has often resulted in research undertakings that fail to illuminate prevailing realities and policy goals out of touch with actual possibilities. The author concludes by noting the growing importance of adult literacy programs and the increasing efforts in both industrialized and developing countries to ensure closer linkages between research, policy formulation, and practice.
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