Contrasting Adult Literacy Learners With and Without Specific Learning Disabilities

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Issue Date
2008-04Author
Patterson, Margaret
Mellard, Daryl F.
Publisher
Remedial and Special Education
Type
Article
Article Version
Scholarly/refereed, author accepted manuscript
Published Version
http://rse.sagepub.com/content/29/3/133Metadata
Show full item recordAbstract
Contrasting adult literacy learners with and without specific learning disabilities This study of 311 adult education (AE) learners found 29% self-reported having a specific learning disability (SLD). Significant differences in demographic, academic, and life experience variables between the adult learners with and without SLD included: prior participation in special education, having both an SLD diagnosis and a high school diploma, low reading scores, middle age, and negative perceptions about limitations due to reading abilities. A post-hoc regression analysis found SLD status significantly contributes to variance in reading level when controlling for age and IQ. From these findings we conclude that SLD status should be considered an educationally relevant variable in adult education that warrants a diagnostic or clinical teaching approach.
ISSN
0741-9325Collections
Citation
Patterson, M.B., & Mellard, D.F. (2008). Contrasting adult literacy learners with and without specific learning disabilities. Remedial and Special Education, 29(3), 133-144.
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