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Literacy Practices Among Adult Education Participants
Daryl Mellard1, Margaret Becker Patterson, Sara Prewett
1Center for Research on Learning, University of Kansas.
Reading and Writing
|March 26, 2013
Summary
Adult literacy practices vary, with reading choices influenced by age but not educational attainment. Tailoring instructional materials to learner characteristics can improve persistence and success in adult education programs.
Area of Science:
- Adult Education
- Literacy Studies
- Educational Psychology
Background:
- Individual literacy practices encompass diverse materials like books, newspapers, and technical documents.
- Readership is viewed as communication, cultural advancement, and individual development.
- Understanding these practices is crucial for effective adult education.
Purpose of the Study:
- To explore the relationship between readership and material choices among adult education participants.
- To analyze reading patterns and frequency of material usage in this demographic.
- To identify factors influencing material selection for diverse literacy levels.
Main Methods:
- Recruited 273 adult education participants from 12 Kansas programs.
- Evaluated literacy practices based on age, education level, and reading skills.
- Analyzed patterns and frequency of reading material usage.
Main Results:
- Significant differences in reading material choices were observed based on participant age.
- Educational completion level did not show a significant impact on material choices.
- Literacy practices varied across the spectrum from very low to high school/GED levels.
Conclusions:
- Curricular materials should align with salient learner characteristics, particularly age.
- Recommendations are provided for literacy instructors to enhance learner persistence and success.
- Matching instructional content to learner profiles is key in adult literacy programs.
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