Should Reading-Disabled Adults Be Distinguished from Other Adults Seeking Literacy Instruction? A Review of Theory and Research.

Abstract

Although both the adult learning disability community and adult literacy community deal with adults whose limited reading skills interfere with daily living, the pedagogical approaches of the two communities have differed markedly in terms of traditional assumptions, target population, and treatment. This report analyzes why the dichotomy between low literacy and reading disability may not be as useful as it once was and considers what is to be gained (or risked) by understanding low literacy from a reading disability perspective. Specifically addressed is how recent research on the causes, diagnoses, and treatment of reading disability in both children and adults may be applicable to detecting and working with low-literate adults who may or may not be reading disabled.

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