Designing effective adult literacy programs

This paper addresses the question, ‘How should adult literacy programs be designed to insure their effectiveness?’ To answer this question, the paper first identifies a set of psychological design criteria that could be used to optimize the desired outcomes of different adult literacy programs. Second, two approaches to adult literacy programs are considered in light of these criteria. Strengths and weaknesses of these programs are discussed. In the third part, NAEP's recent literacy assessment of Young Adults (Kirsch and Jungeblut (1986)) is considered in the context of this paper's identified design criteria. Finally, an on-going research and implementation project is described. The purpose in discussing this project is to illustrate how the noted psychological criteria might serve as a useful paradigm for the design of both general and specific adult literacy programs.