Reading is fundamental, but it is also difficult to master, taking thousands of hours of instruction and practice. Roughly 52 percent of U.S. adults over the age of 16 may struggle with everyday literacy tasks. Of these adults, approximately 20 percent may perform at very low levels of literacy. For adults who are still mastering of this skill, the task can seem overwhelming.
Luckily, IES-funded researchers have been working towards solutions for adults with low basic reading skills and are creating and refining assessments, curricula, and software. These innovations aim to help adult learners, the instructors and tutors who work with them, and the programs that support them.
As part of our commemoration of National Adult Education and Family Literacy Week (September 20-26, 2020), we would like to recognize the history of adult literacy research at IES and its National Center for Education Research.
Since 2004, IES-funded researchers have been developing assessments to help identify the needs of adults struggling with literacy and working on solutions to build adult literacy skills. This work fed into the measurement component of IES’s Reading for Understanding Initiative in 2010 and later returned back to addressing adult basic literacy measurement in 2016.
In 2012, IES funded the Center for the Study of Adult Literacy (CSAL), which developed a curriculum and technology for adults reading between the 3rd- and 8th-grade levels. CSAL demonstrates how adult literacy research benefits by integrating research conducted with students with disabilities and those in K-12 and postsecondary settings. In fact, the researchers pulled upon findings from eight prior IES grants funded by NCER and NCSER.
Our researchers are also developing a clearer picture of the adults who fall into the broad category of those with low literacy. They are leveraging the PIAAC data set to conduct exploratory work that informs both our understanding of those at the very low ends of literacy and also of whether basic skills may predict success in postsecondary career and technical education programs.
In 2020, IES funded additional development research to help refine an interactive, online reading comprehension program, AutoTutor for Adult Reading Comprehension (AT-ARC). Another project will recruit and train postdoctoral fellows to cultivate the next generation of researchers who can continue to build a research base for improving adult literacy outcomes.
Although IES researchers are making great strides to build knowledge, the field needs more information, and adult learners deserve tools and innovations developed for their specific needs and goals. IES hopes to continue to support such work.
To learn more about IES-wide efforts to understand and improve adult learners’ outcomes, visit the Adult Basic Skills topic page. Contact Dr. Meredith Larson for more information about the research supported by NCER.