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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.
This special issue of the journal includes Research, a Report from the Field, Forum, and Research Digest all about health literacy and adult education.
Using the Newspaper in Instruction is a series of videos that will show you how to use the newspaper to teach phonics and decoding skills, vocabulary, fluency, comprehension, discussion and oral language skills, writing, spelling and grammar, and critical thinking…
The paper discusses the name change from “Adult Literacy Study Group” to “Adult, Family, and Community Literacies Study Group” and explores the implications of terminology in the field of adult education, suggesting the need for a comprehensive typology to classify and clarify the diverse aspects of the field.
The webinar discusses how adult educators, learners, and programs use data from various assessments to monitor progress and improve instruction. Implications for data use are explored, followed by participant discussions and questions.
The article discusses the challenges of naming and defining adult education and literacy. The proposed name “adult foundational education” is intended to differentiate the field and encompass various educational services for adults.
This essay proposes a new name for adult literacy, numeracy, and English language education due to the perceived inadequacy of current names in describing the field’s activities. The boundaries and scope of the field are also examined, and the author questions the effectiveness of a rebranding effort in gaining visibility and funding.
The article discusses the author’s observations of adult learners exploring the internet for additional information while taking online classes during the pandemic. It emphasizes the importance of helping adult learners navigate the digital world and develop digital problem-solving skills.
The article focuses on understanding the perceptions of instructors in developmental education, adult basic education (ABE), and English as a Second Language (ESL) regarding the preparation of linguistically diverse students for college-level literacy expectations.
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