The primary focus of this research was concerned with improving the basic reading skills of those who did not achieve themduring the early years of formal education.The thesis unfolds as follows; Chapter 1 provides a definition of terms, a general scope of the problems relating to low basic skills with a specific emphasis on offending behaviour. This chapter gives an overview of the research involved with adult education, its provision and impact on particular groups of adults including prisoners. Chapter 2 documents the first study that evaluated the use of a reading programme with three adult struggling readers. The programme -Toolbox Series for Literacy®-that combines Direct Instruction (DI), Precision Teaching (PT) and behaviour management techniques was found to be effective in improving reading ability for two of the three participants. Chapter 3 examines the barriers to participation in adult education using a qualitative approach to explore the perceptions of learners/potential learners and service providers. The study uncovers discrepancies between the barriers reported between the two groups. Chapters 4 and 5 are early intervention studies that evaluates the use MimioSprout® programmes with children at risk of engaging in criminal behaviour.