An area that seems to show more consistent positive impacts is the use of literacy in daily life. Purcell–Gates, Degener, Jacobson, and Soler (2000) found that literacy related to daily life or literacy practices increased when authentic materials and activities were used in the literacy program. "The degree of authenticity in the activities and materials used in adult literacy instruction was significantly related to the likelihood that adult literacy students in those classes will report change in frequency and/or type of out–of–school literacy practices" (p. 56). Affecting this was the amount of time the student spent in the program (more time in the program led to greater use of literacy), and the level at which the student entered the program (lower level students incorporated more practices in their daily lives). Bingham et al. described increased use in three of the eight literacy practices they analysed: paying bills, working with numbers on the job, and greater use of memorization skills. Supporting these findings, Moulton (1997) described how literacy learners began to see progress only after they made a conscious effort to use their new skills, particularly writing, in a context other than the classroom. She referred to this process as overt literacy action.

Related to the active use of literacy are the positive changes that students experienced on a personal level. Using self–reports, numerous studies have found that participation in a literacy program led to increased self–confidence, self–esteem, and self–image. Beder found that learners were able to achieve their personal goals through participation in a literacy program. In addition, their self–image improved and self–report data suggested parents increased their involvement in their children's education. Other studies have shown an increase in self–esteem (Bingham et al, 1999) and an increase in community involvement (Ebert and Bingham, 2000).

In the final literacy domain, the area of critical reflection, the literature does not produce consistent examples of positive impacts. In general, students did not "accept the emancipation myth of literacy" (Millar, 1998) but did demonstrate an awareness of and resistance to many of the power structures that affected their lives. Related to this, Malicky, Katz, Norton and Norman (1997) found that students discussed issues of empowerment, not on a societal level, but on a more individual level. Finally, Campbell (1996) found that social roles had an impact on the reproduction of power balances within the literacy program and suggested there was a need to recreate new roles and identities for both students and staff in order to address power imbalances.