Self-Study Guide for Evidence-Based Practices
REL Southeast has developed a self-study guide to help adult literacy education providers collect, organize, and analyze evidence that they can use to improve program performance. The guide provides a template for a team of adult educators to assess their implementation of an adult education program's literacy practices and discuss potential improvements. Click here to access the guide.
Adult Literacy Information on COVID-19
Looking for information related to adult literacy and the COVID-19 pandemic? You may want to check out this repository of COVID-related information for adults who struggle with reading. You can also click here and here to read two blog posts highlighting IES researchers and their adult-related work with COVID.
IES Landing Page
Are you interested in learning about IES related work that is relevant to understanding and addressing gaps adults may have in basic/foundational skills or academic attainment? If yes, you may want to check out this new IES landing page devoted to highlighting the line of work relevant to adult basic skills. You can also click here to check out other topics that IES is highlighting.
CSAL is committed to understanding reading-related characteristics that are critical to helping adult learners reach their reading goals and to developing instructional approaches that are tailored to adult learners’ needs and interests.
CSAL General Overview
Each year, nearly 3 million Americans enroll in adult literacy programs to improve their basic skills, and some estimates suggest the need is even greater. Adults in these programs want to increase their literacy skills to improve aspects of their work, family, social, and civic lives. However, we do not completely understand their underlying reading-related strengths and weaknesses, nor do we know the best curricula and teaching approaches to help them reach their reading goals. The focus of our center is to address these areas by conducting research that will (1) explore individual differences in reading-related abilities and motivations for learning so that we can better tailor instruction to adult learners, (2) design a reading program and an interactive online reading tutor that, can more effectively meet adult learners’ needs, and (3) conduct pilot studies to assess the potential of our instructional programs in helping adults improve their literacy skills. More information is available on our project overview page.
Funding for this Center comes from the Institute of Education Sciences (IES), U.S. Department of Education and we are funded through Grant R305C120001 at Georgia State University. Our project officer is Meredith Larson.
Our researchers come from Georgia State University, University of Toronto and The Hospital for Sick Children, The University of Memphis and the Institute for Intelligent Systems, and Brock University.
Our collaborators include the Texas Institute for Measurement, Evaluation, and Statistics (TIMES) at the University of Houston (for assistance with tests and basic data management) and the American Institutes for Research (AIR) (for assistance with national leadership activities).
The website of the Center for the Study of Adult Literacy strives to provide you with an online platform for gathering information and communicating with the CSAL organization. Our web design follows the Americans with Disabilities Act (ADA) guidelines for Section 508 compliance because we want to make sure all of the information on our site is accessible to all members of our audience. If you are having trouble accessing any content on the site, then you may find a solution on our accessibility assistance and policy page.