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This fact sheet highlights the issue of adult skills in the United States, where 59 million adults read at or below the lowest levels.
The Annual Statistical Report compiles the results of the most recent annual survey into a concise and easy to interpret visual representation of key findings.
Part 1 of a two-issue special series of the research journal explores what shapes adult learning and examines the intersection of adult learners’ lives, literacies, and learning environments.
The toolkit includes easy-to-follow guidance and practical tips to help you promote your program to any audience.
Should we, as ABE providers, continue to maintain an almost exclusive focus on the realities and goals of functional literacy? What about the joy of reading? Over 60% of prospective volunteer literacy tutors cite their love of reading as a primary motivator for volunteering. To them, reading is a key component of their lives, and they want to bring that feeling to individuals in their communities.
This article explores approaches and related challenges to designing adult education programming that is authentically learner-centered through the lens of The Welcome Table, a community resource center in a low-income community in Philadelphia.
There is a prevailing societal belief in Nigeria that adults like Rakiya are responsible for their lack of academic knowledge and are therefore often labeled as lazy, unmotivated, or disinterested in education, rather than recognizing the structural barriers that hindered their educational opportunities as children.
This paper introduces an empirical methodological approach for capturing learner experience. We demonstrate how developing composite profiles called personae can help adult educators understand their learners’ motivations and challenges.
This article details findings from a study that explored how adult learners at a rural, open-access community college experience corrective writing feedback on language use, a process that may be felt as painful or even violent.
This case study of learners’ interactions with text outside of class indicates that their motivation and capacity to practice reading is influenced not only by demographic characteristics but also by their adult roles, their beliefs about how to improve their reading skills, and the role of literacy “sponsors.”
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