This study created a typology of adult literacy programs across the United States that describes the distribution of programs along two dimensions: relevance of materials, referred to as life-contextualized/decontextualized; and control of decisions, referred to as dialogic/monologic. This information provides a data-based description of an array of adult literacy program models currently operating. Of the 271 adult literacy programs participating, 73 percent can be described as using activities and materials that are not related to their students’ lives and as teacher directed and controlled rather than collaborative.
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