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Author ORCID Identifier

Rebecca Clark-Stallkamp: https://orcid.org/0000-0003-3672-5073

Barbara B. Lockee: https://orcid.org/0000-0001-7108-4529

Abstract

In November 2019, the Program for the International Assessment of Adult Competencies (PIAAC) from 2017 (Institute of Education Sciences [IES], 2019) depicted no significant change in the concerning status of adult literacy in the US. More than 52% of adults between 16 and 45 scored below functionally literate levels. While shortcomings are attributed to various factors such as high attrition rates in program, ill-conceived policy planning, and more, significant focus is placed on the impact of effective instruction. The study reviews core cognitive component theory experimentation and instructional intervention research in adult literacy to explain contributions and limitations in current research. To address limitations in research, the review further emphasizes the interdisciplinary role instructional design and technology, and associated research methods such as design-based research that may offer future research on instructional interventions for Adult Basic Education literacy.

First Page

199

Last Page

215

Ethics Approval

Not Applicable

Declaration Statement

(A) Data availability statement

Given the conceptual nature of this manuscript, there is no dataset to share related to its development.

If the manuscript is accepted, the authors agree to share it through our institutional repositories in accepted and final version forms.

(B) Funding statement

No funding was provided to support the development of this manuscript.

(C) Conflict of interest disclosure

The authors agree that no conflict of interest exists related to the development and publication of this manuscript.

(D) Ethics approval statement

No human subjects were involved in the development of this publication.

(E) Participant consent statement: N/A

(F) Permission to reproduce material from other sources: N/A

(G) Clinical trial registration: N/A

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