Adult Learner Perspectives on Skill- and Life-Based Outcomes Following Literacy Remediation

Using the situated expectancy value theory (SEVT), we explored self-perceived attainment perspectives of adults with low literacy on skill-based (i.e., reading, writing, listening, speaking) and life-based management day-to-day challenges, use skills in daily living, confidence) improvements following a literacy-focused remediation program. Participants (N = 103; Canadian, urban adults) completed program for via one-on-one tutoring over period 1 year. Four to six months into program, participants survey that asked about their regarding skill- areas functioning. A series Chi-Square tests provided evidence functioning listening speaking. Perceived were not noted targeted by remediation, namely, math computer literacy. Further, there was significant, positive correlation between improvement (1) ability deal (2) self-reported activities, (3) overall confidence. Together, these findings underscore importance including activity- participation-based outcome measures when evaluating adult remediation. In addition, this work demonstrates an application SEVT explore changes time continuing education.