Abstract
The purpose of this special series five articles is to highlight issues regarding decoding, comprehension, oral language fluency, and writing for adults with low literacy skills. Our authors’ samples include adults attending adult literacy programs, as well as those who are attending postsecondary programs who may or may not have official learning disability diagnoses. The authors address issues that are not often covered in adult literacy scholarship. Through this special series, we hope to highlight the importance of, and directions for, future research on adults with low literacy skills, including individuals with specific learning disabilities.
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