Systematic Reviews

Systematic Reviews

Adult Literacy: A Synthesis of Evidence

Executive Summary

According to the latest International Adult Literacy and Life Skills Survey, 2003 (IALLS), (Statistics Canada and OECD, 2005), the literacy skills of Canadians are not improving significantly. According to the first edition of the International Adult Literacy Survey, 1994, slightly more than one-fifth of Canadians faced serious difficulties when addressing any form of printed material, and another quarter of the population struggled with all but the most elementary reading and writing tasks of daily life (Statistics Canada and OECD 1995, ABC Canada Literacy Foundation, 2001; CMEC, 1999). The average literacy score of adults has not changed markedly since these results were first obtained.  Policy makers are concerned that low levels of adult literacy have a significant impact on the social and economic well-being of Canadians.   

This report, a systematic synthesis of the evidence devoted to adult literacy instructional practices from 1985 to the present, is designed to provide guidance to decision makers about how the issue of adult literacy might be addressed.  The review applied thorough and transparent procedures to the collection and analysis of evidence from research-oriented articles obtained from a search of eleven databases. 

Most generalizations in educational research should be made with caution. In the field of adult literacy best practices this warning attains heightened salience.  As Torgerson et al. (2003) observe, existing research is heterogeneous and of relatively low quality; therefore it is hard to suggest specific interventions. Moreover, there are no accepted standards for what constitutes program success (for example, how much improvement should be expected in what range of competencies over what period of time), making it difficult to suggest that a particular intervention leads to ‘success’ (Beder, 1999).

Nonetheless, we believe that there are a number of lessons one can draw from the studies reviewed for this synthesis, including, but not limited to, the following:

  1. Adults most in need of literacy intervention include: (a) adults who have not completed secondary school and who are not currently in school; (b) adults who have completed secondary school, but who have not pursued further education or training; and (c) adults with further education or training who are employed in the most rapidly declining sectors of the economy.
  2. Assessment of each learner’s actual abilities is of fundamental importance in determining which instructional practices are likely to yield the best results in terms of improving literacy.
  3. Adults should be taught knowledge and skills that they can apply directly to their lives.
  4. Adult learners should receive direct instruction about how to make time for learning, planning future learning, and learning meta-cognitive reading and writing strategies such as encouraging them to reflect on what they are doing to help themselves read effectively.
  5. Instruction of adults should take into account their prior knowledge and their prior experience in school settings.
  6. Phonological awareness (one’s sensitivity to the sound structure of language; i.e., the ability to distinguish syllables and speech sounds) and skills development are necessary, but not sufficient, components of many adult literacy programs.
  7. Computer assisted instruction appears beneficial for adult learners because it allows for individualization, immediate feedback, and privacy.
  8. Programs should focus on reducing attrition and encouraging involvement until the program is completed.
  9. Adults need realistic short term literacy goals to avoid disappointment, and active encouragement to continue literacy learning.
  10. The assessment of the impact of adult literacy interventions should be carefully matched to the purposes of the program.

PDFView the full report (367 KB) 

 

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