Adult Education & Literacy Resource Collection

Adult English learners (ELs) may need numeracy instruction to navigate daily life or understand health information, so this paper examines numeracy skill levels and home skill use of adult ELs in Programme for the International Assessment of Adult Competencies (PIAAC) 2012/2014 data and recommends implications for EL numeracy instruction.

This review discusses four online articles that provide essential background and useful instructional approaches for teaching digital literacy and digital problem solving in adult basic education classrooms and beyond.

A part of a series of info sheets that looks at the particular attention needed to motivate students with learning disabilities 

This paper briefly describes constructive developmental theories of adulthood, implications for academic language and critical thinking, and outlines developmentally scaffolded learning activities.

This article explores how art in its many forms can be used in correctional education. 

This article describes the flipped classroom approach: what is it, if it works, the theoretical underpinnings, key elements of the approach, and provides opportunities for learning more. 

This resource explores the inclusion of people with intellectual challenges and developmental disabilities at the post-secondary level.

This resource focuses on persistence and the author provides a synopsis of research, studies, findings, and implications for national, state, and local adult education practitioners.  

In this article, the authors provide guidelines and summarize research on the challenges faced by adults with LD when transitioning to post-secondary schooling and employment. It also highlights issues around disclosure of learning disabilities and requesting appropriate accommodations for a course of study in college or to perform essential functions on the job.

From Research to Consensus to Action 

This research article summarizes much of the research about reading comprehension and what good readers do when they read. 

The author presents five current approaches to teaching second language writing, the theoretical perspectives on which they are based, their implications for practice, and the messages they send learners.