Learning to Achieve: A Review Of The Research Literature on Serving Adults with Learning Disabilities

Learning disabilities (LD) begin in childhood and persist throughout the life span. These neurologically based disorders affect critical learning processes, such as the acquisition and development of reading, writing, and mathematical skills, all of which are essential to every aspect of adult life in the 21st century. The manifestation of LD may change as individuals develop and respond to varying performance demands—for example, when leaving school and entering the workforce. But if LD are not adequately addressed and managed, they can limit adults’ prospects for education, employment, and interpersonal relationships.

As neuroscientific and other research is beginning to shed light on the causes and effects of LD, educators, policy makers, and others must apply relevant findings to the development of educational programs, methods of diagnosis, and policies that stand to improve services to adults with LD and ultimately their learning outcomes. The National Institute for Literacy (the Institute), a federal agency charged with providing leadership to the adult literacy field, is committed to identifying research findings that can be shared with practitioners serving adults with LD. Continuing its long-standing involvement in the field of adult LD, the Institute commissioned the present literature review to develop a foundational document that reflects the current knowledge base.

Findings from Learning to Achieve: A Review of the Research Literature on Serving Adults With Learning Disabilities will inform a new professional development program to be offered to practitioners and others working with adults with LD. The six topics covered in the review—assessment, English language learners, accommodations, teaching methods, transition, and impact of LD—address needs and issues consistently raised by service providers working in the field. It is the hope of the Institute that this publication will be helpful in advancing scientifically based practice for adults with LD and in encouraging continued investigation to build a larger and more comprehensive knowledge base.