Contrasting Adult Literacy Learners With and Without Specific Learning Disabilities

Abstract

This study of 311 adult education 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 because of 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.