Abstract
Recent assessments suggest that 43 million adults in the United States have difficulty completing basic reading tasks. Although the federal Workforce Innovation and Opportunities Act (WIOA) prioritizes education for adults with the greatest needs, there is long-standing concern that federally-funded programs might not serve lower-performing students well. This study sought the perspectives of state administrators of WIOA-funded adult education to identify challenges in serving adults who have difficulty reading and areas for future research. Identifying challenges and creating a robust evidence base can center adults who have difficulty reading as important participants in the field of practice and support the creation of effective strategies for their inclusion and success in WIOA-funded programming.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
