REDUCING ILLITERACY: REVIEW OF EFFECTIVE PRACTICES IN ADULT LITERACY PROGRAMS
Authors: Solórzano Ronald W. 
Published: August 2014

The present volume begins to examine the many issues related to adult literacy and identifies some promising practices taken from the literature via reports, evaluations, books, articles, etc.

Special issues of teaching adults were addressed such as instructional theories of pedagogy and andragogy or the use of teaching methods and materials developed for children versus those developed or appropriate for adults.

Incorporating adult learners' goals into the instructional program was discussed as an important feature in adult literacy programs. Related to this point is the importance of recognizing and understanding learners' perceptions of reading and writing and how this might explain why adults are having problems in these areas.

The review acknowledges the use of teaching approaches that center on phonics, whole‐language, or a combination of the two. Data point out that the language experience approach (LEA) is a popular instructional method as are variations of this approach that emphasize community awareness and problem solving strategies.

Non‐English speaking adults present a special challenge to literacy providers. Identifying literacy‐related strengths that limited‐English proficient adults bring to the instructional setting in their native language can be advantageous to subsequent English literacy acquisition.

Finding relevant adult instructional materials remains a problem area in instructional approaches. “Real‐life” type of materials that represent adult literacy demands are viewed more favorably than skills/drills‐based types.

Most adult literacy programs were dissatisfied with current assessment instruments – but used some commercially developed standardized test, usually to satisfy a funding source. Linking assessment to instructionally relevant materials remains the basic problem. Although the purpose of the test should be well‐understood while interpreting learner progress, linking assessment to instruction is a significant curriculum factor. New assessments that emphasize “real‐life” tasks, and contain materials that emphasize problem solving or cognitive skills show particular promise. Some programs were experimenting with alternative forms of evaluating learner progress by monitoring changes in learners' attitudes, literacy habits, and goal attainment.

Program evaluation was identified as integral to overall program operations. The literature noted that leadership qualities of adult literacy program managers included the willingness to conduct or provide for such evaluations.

Outreach and recruitment efforts that emphasized the different nature of the literacy program to adults appeared to keep learners longer. Providing support services ranging from transportation to counseling also helped retain learners. The timing of support services was an important factor as well.

Leadership qualities are considered an important characteristic for program managers. Diversifying funding sources, monitoring program operations, and proving the “glue” to keep personnel working towards program goals are the qualities that successful program managers exhibit.

Although work remains to be done in identifying effective practices in adult literacy (perhaps in “controlled” settings), this report identified program areas and described effective practices that can lay the basis for further inquiry and/or possible replication.