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Adult Literacy in America - National Center for Education Statistics ...

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NALS<br />

Percentages of <strong>Adult</strong>s with Selected Characteristics, Prose Level 1<br />

and Total Populations<br />

18 ......Section I<br />

Prose<br />

Level 1<br />

Population<br />

Total<br />

Population<br />

Country of Birth<br />

Born <strong>in</strong> another country 25 10<br />

Highest Level of <strong>Education</strong> Completed<br />

0 to 8 years 35 10<br />

9 to 12 years 27 13<br />

High school diploma 21 27<br />

GED 3 4<br />

Race/Ethnicity<br />

White 51 76<br />

Black 20 11<br />

Hispanic 23 10<br />

Asian/Pacific Islander 4 2<br />

Age<br />

16 to 24 years 13 18<br />

65 years and older 33 16<br />

Disability or Condition<br />

Any physical, mental, or health condition 26 12<br />

Visual difficulty 19 7<br />

Hear<strong>in</strong>g difficulty 13 7<br />

Learn<strong>in</strong>g disability 9 3<br />

Source: U.S. Department of <strong>Education</strong>, <strong>National</strong> <strong>Center</strong> <strong>for</strong> <strong>Education</strong> <strong>Statistics</strong>, <strong>National</strong> <strong>Adult</strong> <strong>Literacy</strong> Survey, 1992.<br />

kept them from participat<strong>in</strong>g fully <strong>in</strong> work and other activities, and 19 percent<br />

reported hav<strong>in</strong>g vision problems that made it difficult <strong>for</strong> them to read pr<strong>in</strong>t.<br />

In sum, the <strong>in</strong>dividuals <strong>in</strong> Level 1 had a diverse set of characteristics that<br />

<strong>in</strong>fluenced their per<strong>for</strong>mance <strong>in</strong> the assessment.<br />

Across the three literacy scales, between 25 and 28 percent of the<br />

<strong>in</strong>dividuals surveyed — represent<strong>in</strong>g as many as 54 million adults nationwide<br />

— per<strong>for</strong>med <strong>in</strong> Level 2. On the prose scale, those whose proficiencies lie with<strong>in</strong><br />

the range <strong>for</strong> this level demonstrated the ability to make low-level <strong>in</strong>ferences<br />

based on what they read and to compare or contrast <strong>in</strong><strong>for</strong>mation that can easily<br />

be found <strong>in</strong> text. Individuals <strong>in</strong> Level 2 on the document scale were generally<br />

able to locate a piece of <strong>in</strong><strong>for</strong>mation <strong>in</strong> a document <strong>in</strong> which plausible but<br />

Table 1.1

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