Assignment 4

Capella University

Qualitative Design and Analysis

November 8, 2020

Abstract

Although literacy in the United States has increased through increased educational accessibility and higher vocational standards, low adult literacy continues to be prevalent. Low adult literacy impacts the ability to read, write, compute, and use technology and how they successfully engage in functional areas. The adults in the United States who have literacy difficulties are a heterogeneous group. This paper describes adult literacy in the United States, its impact, and how to improve adult literacy in our society. 

Introduction

There are various definitions of literacy; however, according to the United States’ Workforce Innovation and Opportunities Act of 2014 (WIOA,2014), literacy refers to “an individual’s ability to read, write and speak in English, compete, and solve problems, at levels of proficiency necessary to function on the job, in the family of the individual and society. This paper focal point is on the literacy level of people aged 15 or above. It seeks to provide in-depth information on U.S. adults who have difficulties with literacy skills essential to execute day-to-day activities properly.

National Center for the Education Statistics (NCES) describes the Program for International Assessment of Adult Competencies (PIAAC) as the “most current indicator of the nation’s progress in adult skills in literacy, numeracy, and problem-solving in the technology-rich environment” (Mamedova & Pawlowski, 2019). The recent international survey of the adult skills, PIAAC, measured literacy, numerical skills, and problem-solving skills in technology-rich environments (PSTRE). Literacy and numeracy proficiency were reported in five levels (Below Level 1, Level 1, Level 2, Level 3, and Level 4/5), and PSTRE proficiency was reported in four groups (Below Level 1, Level 1, Level 2, and Level 3), each on a 500- point scale (Mamedova & Pawlowski, 2019). Results indicated that half of the U.S. adults scored at or below level 2 in literacy and numeracy while in PSTRE, 64% scored at or below level 1 (Mamedova & Pawlowski, 2019).

Difficulties in adult literacy can be attributed to dropping out of high school, passing through grades without demonstrating competency, possession of a diagnosed or undiagnosed learning disability, socioeconomic status, crime, frequent geographical relocation, and non-native English Speakers (Clark & Haderlie, 2017). Hispanics, older people, and incarcerated people are the most likely people to have low literacy skills. Children born of illiterate parents also increases the number of illiterate people in the country.

Low adult literacy can contribute to chronic unemployment, low self-esteem, and poor quality of the available work. As the job markets become, more demanding illiterate adults are enrolling in adult literacy programs. Other reasons for enrollment include personal fulfillment, proficiency in English, the pursuit of bulkpost-secondary education, encouragement from family, and improved quality of life. The adult literacy programs are offered in community colleges, public libraries, workplaces and education centers, high school cafeterias or classrooms, correctional institutions, among others (Greenberg & Feinberg, 2019). The programs are broadly categorized into three; they include Adult Basic Education (for adults performing at or below 8th-grade reading, writing, and math levels), Adult Secondary Education (i.e., for adults performing between 9th and 12th-grade task, writing, and math levels) and English Language Acquisition (for adults seeking to improve in English speaking, reading and writing skills).

The Federal and State governments fund approximately two-thirds of adult education programs. These funded adult education programs are designed for individuals; who have attained 16 years of age, which are not enrolled or required to be enrolled in secondary school under the State law, who lack sufficient mastery of necessary educational skills, who do not have the secondary school diploma or its recognized equivalent at different levels, and have not achieved an equivalent level of education furthermore are unable to speak, read or write the English language. More lobbying should be done to encourage more investors to partner with the relevant educational bodies to fund this program. Collaboration between researchers, non-profit organizations, governments, and public school is the best remedy to prevent and treat illiteracy.

It is paramount to investigate the low adult literacy in the U.S.A. as literacy is critical in economic development and individual and community well-being. According to the National Bureau of Economic Research, “Formal education, especially basic literacy, is essential for a well-functioning democracy and enhances citizenship and community” (Hanushek, 2019). This research will also come up with measures to improve adult literacy and serve as a reference for future researchers in related fields. Adult illiteracy is appropriate qualitative research as it gathers in-depth insight into the level of literacy in U.S. adults, the impact of low literacy skills in their lives, community, and the country, the advantages of the adult educational program, and ways to improve the efficiency and effectiveness of the program, and to generate new ideas to improve the literacy skills.

Research Questions

1. What is the relationship between non-native English speakers and low literacy levels? (Ethnography)

2. How do diagnose or undiagnosed learning disabilities impact adult illiteracy? (Case Study)

3. How does passing through grades without demonstrating competency compare to strict evaluation? (Grounded theory)

4. In what ways does frequent geographical relocation affect the learning abilities of a person? (Phenomenology)

5. In what ways does dropping out of school contribute to illiteracy? (Generic qualitative inquiry)

Ethnography studies people in their environment. It produces an accurate reflection of perspectives and behavior. It uses culture as a lens to interpret data. Therefore, the research question that uses this methodology seeks to understand how their culture precisely their language has effects on the adults’ literacy. 

A case study finds out the influencing factors of a social unit and the relationship between these factors and the social unit. It studies the social unit profoundly and widely. It is also continuity in nature. The case study research question focuses on how diagnosed and undiagnosed learning disability affects adult literacy levels. The case study is also characterized by a small number of units to be studied, which is the case in the associated research question. 

Grounded theory sets out to discover or construct theory from data systematically obtained and analyzed using comparative analysis. Its characteristics include, flexible and responsive, an iterative approach to analysis, and an open timeline for the research. The associated research question aligns with its comparative analysis as it seeks to explore how passing through grades without demonstrating competency compares to strict evaluation.

Phenomenology has characteristics, namely, descriptive, reduction, essence, and intentional. It focuses on the study of an individual’s lived experiences within the world. As such, the associated research question aligns with this methodology since it seeks to describe the essence of a phenomenon ‘frequent geographical relocation’ by exploring it from the perspective of those who have experienced it.

  The essential qualities of an excellent generic qualitative inquiry are that it should discover problems and opportunities from the respondent. It should be inclusive of the theoretical positioning of the researcher and the analytical lens of the researcher. It provides a holistic perspective and is empathetic neutrality. These characteristics align with the associated research question as they identify the problem and create an opportunity.

References

Clark, A., & Haderlie, C (2017). Illiteracy among U.S. Adults. Ballard Brief.

Greenberg, D., & Feinberg, I. Z. (2019) Adult literacy: A perspective from the United States. Zeitschrift fur Erziehungswissenschaft, 22(1), 105-121

Hanushek, E. A. (2019). Addressing cross-national generalizability in educational impact evaluation (No. w25460). National Bureau of Economic Research.

Mamedova, S., & Pawlowski, E. (2019). Adult Literacy in the United States. Data Point. NCES 2019-179. National Center for Education Statistics.

Workforce Innovation and Opportunities Act of 2014, Public Law 113-128 (29 U.S.C. Sec. 3101, et. Seq.)