Adults with Low Skills and Learning Disabilities

Patterson, Margaret Becker

doi:10.1002/9781119261407.ch16

Cited by 6 publications

(17 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The participants in these studies attended adult and postsecondary developmental education programs and may or may not have been diagnosed with a learning disability. The topic of learning disability among this targeted population is an intriguing one (Patterson, 2020). Unfortunately, participants in existing reading research with adults typically do not have official diagnostic documentation, and therefore researchers need to rely on self-report (e.g., Strucker et al, 2007).…”

Section: Discussionmentioning

confidence: 99%

Introduction to Special Series: Adults With Low Academic Skills

Greenberg

Perin

2022

J Learn Disabil

View full text Add to dashboard Cite

The purpose of this special issue’s five articles is to highlight issues regarding decoding, comprehension, oral language fluency, and writing for adults with low literacy skills. Our authors’ samples include adults attending adult literacy programs, as well as those who are attending postsecondary programs who may or may not have official learning disability diagnoses. The authors address issues that are not often covered in adult literacy scholarship. Through this special issue, we hope to highlight the importance of, and directions for, future research on adults with low literacy skills, including individuals with specific learning disabilities.

show abstract

Section: Discussionmentioning

confidence: 99%

Introduction to Special Series: Adults With Low Academic Skills

Greenberg

Perin

2022

J Learn Disabil

View full text Add to dashboard Cite

show abstract

“…It could also be used in research to examine outcomes of instruction (e.g., MacArthur et al, 2015). These applications of the questionnaire may be especially useful for adult learners who may have LD (identified or not) and in BW classes, which may include many LD learners (Patterson, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…The literacy results of adult learners with LD in the Programme for the International Assessment of Adult Competencies (NCES, 2016) are worrisome. The findings on literacy, numeracy and problem-solving in technology show that they consistently perform less well than their peers (p < .001; see Patterson, 2020). With regard to writing, students with LD find the development and organization of ideas challenging as well as the process of rereading to make revisions (Harris et al, 2006.…”

Section: Basic Writingmentioning

confidence: 99%

Writing Motivation of College Students in Basic Writing and First-Year Composition Classes: Confirmatory Factor Analysis of Scales on Goals, Self-Efficacy, Beliefs, and Affect

Philippakos

Wang²,

MacArthur

2021

J Learn Disabil

View full text Add to dashboard Cite

The purpose of the study was to validate a writing motivation questionnaire that consists of four scales for first-year college writers including students with low writing skills in basic writing classes and students in typical first-year composition (FYC), to investigate differences between these two groups and to examine the relationship of motivational constructs with writing quality. Participants were 371 college students (142 in basic writing classes and 229 in FYC). Students completed a 49-item motivation questionnaire with scales for goal-orientation, self-efficacy, beliefs, and affect about writing and wrote an argumentative essay. Confirmatory factor analysis provided evidence for the structural construct validity of all scales for both groups. Statistically significant differences between basic writers and FYC students were found on self-efficacy for grammar and strategies and on beliefs about the importance of substance and mechanics. Structural equation modeling found statistically significant positive relationships of essay quality with all three self-efficacy scales and belief about the importance of substance to good writing, as well as negative relationships with avoidance goal orientation and belief in the importance of mechanics. Limitations and implications for motivation and instruction of basic writing students and of adults with learning disabilities are discussed.

show abstract

“…The author investigated numeracy skills and use of skills for U.S. adults with LD at all skill levels in 2012/2014/2017 U.S. PIAAC data and offers implications for practice. Ideas on program design may potentially increase numeracy skill levels and use.Learning disabilities impact the lives of many U.S. adults; the 2012 PIAAC LD incidence for adults was approximately 8% (Patterson & Paulson, 2016), and in 2014, approximately 12 million U.S. adults with low education attainment reported LD (Patterson, 2019). As National Research Council (2012) found, it is highly probable that many adults remain undiagnosed and that the true incidence of LD is undetermined.…”

mentioning

confidence: 99%

“…Learning disabilities impact the lives of many U.S. adults; the 2012 PIAAC LD incidence for adults was approximately 8% (Patterson & Paulson, 2016), and in 2014, approximately 12 million U.S. adults with low education attainment reported LD (Patterson, 2019). As National Research Council (2012) found, it is highly probable that many adults remain undiagnosed and that the true incidence of LD is undetermined.…”

mentioning

confidence: 99%

Assessed Numeracy Skills and Skill Use of Adults With Learning Disabilities in PIAAC

Patterson¹

2022

Learning Disability Quarterly

Self Cite

View full text Add to dashboard Cite

Adults with learning disabilities (LD) face educational and employment challenges and may also have other disabilities and health conditions. Little is known about these adults’ numeracy skills and how they use numeracy at work or home. The article’s objective was to investigate numeracy skills and skill use for U.S. adults with LD. The author conducted descriptive and regression analyses of 2012/2014/2017 U.S. Program for the International Assessment of Adult Competencies (PIAAC) data. Findings are presented on assessed numeracy skills and skill use, relationships of use and skills, and skill use among seven groups of adults with LD. Compared with the general population, adults with LD have lower mean numeracy scores. Skill use at home adds to the variance explained in numeracy skills, which suggests that using numeracy skills matters in gaining skills. Knowing the relationships of assessed numeracy skills with skill use helps educators implement strategies to support adult program completion. Implications of findings are discussed for adult educators and policymakers.

show abstract

Adults with Low Skills and Learning Disabilities

Cited by 6 publications

References 12 publications

Introduction to Special Series: Adults With Low Academic Skills

Introduction to Special Series: Adults With Low Academic Skills

Writing Motivation of College Students in Basic Writing and First-Year Composition Classes: Confirmatory Factor Analysis of Scales on Goals, Self-Efficacy, Beliefs, and Affect

Assessed Numeracy Skills and Skill Use of Adults With Learning Disabilities in PIAAC

Contact Info

Product

Resources

About