Creating a Space for Self-Transformation: Factors of Success for Adult Literacy Learners with Specific Learning Difficulties
2013
A significant number of adults in adult literacy programs in Ontario have
specific learning difficulties. This study sought to examine the holistic factors
that contributed to these learners achieving their goals. Through a case study
design, the data revealed that a combination of specific learning methods and
strategies, along with particular characteristics of the instructor, participant, and
class, and the evidence of self-transformation all seemed to contribute to the
participant's success in the program. Instructor-directed teaching and cooperative
learning were the main learning methods used in the class. General
learning strategies employed were the use of core curriculum and authentic
documents, and using phonics, repetition, assistive resources, and using
activities that appealed to various learning styles. The instructor had a history of
both professional development in the area of learning disabilities as well as
experience working with learners who had specific learning difficulties. There
also seemed to be a goodness of fit between the participant and the instructor.
Several characteristics of the participant seemed to aid in his success: his positive
self-esteem, self-advocacy skills, self-determination, self-awareness, and the fact
that he enjoyed learning. The size (3-5 people) and type of class (small group)
also seemed to have an impact. Finally, evidence that the participant went
through a self-transformation seemed to contribute to a positive learner identity.
These results have implications for practice, theory, and further research in adult
education.
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