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Contrasting Adult Literacy Learners With and Without Specific Learning Disabilities
Margaret Becker Patterson1, Daryl Mellard
1University of Kansas.
Summary
Adults with specific learning disabilities (SLD) in adult education programs often have lower reading skills and negative perceptions. SLD status is a key factor influencing reading levels, suggesting a need for tailored teaching approaches.
Area of Science:
- Adult Education
- Special Education
- Literacy Studies
Background:
- Specific learning disabilities (SLD) affect a significant portion of the adult population.
- Understanding the characteristics of adult learners with SLD is crucial for effective educational interventions.
- Adult education (AE) settings serve diverse learners, including those with undiagnosed or previously unsupported SLDs.
Purpose of the Study:
- To identify and contrast demographic, academic, and experiential differences between adult literacy learners with and without self-reported specific learning disabilities (SLD).
- To determine the predictive value of SLD status on reading levels among adult learners, considering factors like age and IQ.
- To advocate for the recognition of SLD as an educationally relevant variable in adult education.
Main Methods:
- Survey of 311 adult education learners to collect self-reported data on SLD status.
- Comparison of demographic, academic, and life experience variables between learners with and without SLD.
- Post-hoc regression analysis to assess the impact of SLD status on reading level, controlling for age and IQ.
Main Results:
- 29% of adult education learners self-reported having a specific learning disability (SLD).
- Significant differences were observed in prior special education participation, diagnosis, diploma attainment, reading scores, age, and reading-related perceptions.
- SLD status was a significant predictor of reading level, even after accounting for age and IQ.
Conclusions:
- Specific learning disability status is an educationally relevant factor in adult education settings.
- Adult learners with SLD exhibit distinct characteristics that necessitate targeted support.
- A diagnostic or clinical teaching approach is warranted for adult learners with specific learning disabilities.
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