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    Contrasting Adult Literacy Learners With and Without Specific Learning Disabilities

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    Patterson, & Mellard, 2008.pdf (244.7Kb)
    Issue Date
    2008-04
    Author
    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/29/3/133
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    Abstract
    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.
    URI
    http://hdl.handle.net/1808/8322
    ISSN
    0741-9325
    Collections
    • Center for Research on Learning Scholarly Works [125]
    • Division of Adult Studies (DAS) [37]
    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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    Contact KU ScholarWorks
    785-864-8983
    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    785-864-8983

    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    Image Credits
     

     

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