Program Participation and Self-Directed Learning to Improve Basic Skills

An analysis of baseline data collected by the Longitudinal Study of Adult Learning (LSAL) offers a glimpse of the formal and informal learning activities underlying adults' literacy development. Few adult educators will be surprised to hear that many in the LSAL population participate in adult basic or secondary education programs to improve their reading, writing, and math skills. After all, that's why these programs exist. More surprising is the finding that substantial numbers of adults in the LSAL population engage in self-directed learning activities to improve their basic skills or prepare for the GED tests. This is true both for individuals who have previously participated in adult education programs and for those who never have. A better understanding of the relationship between program participation and self-directed study for basic skill improvement could offer some interesting new ways to think about program design and outreach, student retention, and lifelong learning.