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Journal of Learning Disabilities
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Inner-City Adults with Severe Reading Difficulties

A Closer Look

Ruth L. Gottesman

Ruth L. Gottesman, EdD, is a professor of pediatrics and director of the Adult Literacy Program at Albert Einstein College of Medicine of Yeshiva University, Bronx, New York. Her primary research interests are the investigation and evaluation of reading intervention strategies for adults with severe reading difficulties. Address: Ruth L. Gottesman, Adult Literacy Program, Room 154, Rose F. Kennedy Center, Albert Einstein College of Medicine, 1410 Pelham Parkway South, Bronx, NY 10461.

Randy Elliot Bennett

Randy Elliot Bennett, EdD, is principal research scientist in the Division of Cognitive and Instructional Science at Educational Testing Service in Princeton, New Jersey. His primary research interests are in new approaches to assessment and the assessment of people with disabilities.

Ruth G. Nathan

Ruth G. Nathan, MA, evaluates clients of the Adult Literacy Program.

Mary S. Kelly

Mary S. Kelly, PhD, is associate director of the program.

Relatively little is known about the characteristics of inner-city adults who seek assistance from literacy programs. Increased knowledge about this population will enhance the development of more effective programs, as well as policy options. This study describes the characteristics of 280 adults, ages 16 to 63, who came to an adult literacy program that focused on severe reading difficulties. The program, located within a hospital complex in a large, urban area, attracted these individuals through an extensive multimedia outreach effort. Results suggested that the adults who sought help were generally characterized by a vast array of cognitive, academic, and social difficulties. In addition, the extent of these difficulties increased dramatically as literacy level declined. These findings suggest that comprehensive educational, social, and vocational services may be needed to help adults with severe reading difficulties cope with the diverse and severe problems they face.

Journal of Learning Disabilities, Vol. 29, No. 6, 589-597 (1996)
DOI: 10.1177/002221949602900603
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