Controversy still remains over the value of actually assessing perceptual abilities. There has been little evidence to show that training directed to perceptual abilities will improve academic performance and there are concerns with the validity and reliability of the actual tests.16 To test visual perceptual abilities, an individual may be asked to find a smaller image contained in a larger image. To test for auditory perceptual abilities, an individual could be asked to discriminate changes in volume or to discern between consonant and vowel sounds. If such tests are conducted, it must be recognized that the key is to understand what perceptual inabilities are impacting the adult's learning. The rationale for gathering this information is not to attempt to improve the perceptual weakness, but to develop learning strategies or accommodations that help the adults deal with their perceptual inabilities.

Research has found that evaluating communication issues such as reading and writing, rather than perceptual issues, more often explains deficits.

"Language provides the foundation upon which communication, problem solving, and expanding, integrating, analyzing, and synthesizing knowledge take place. Deficits in language, therefore, can have a profound impact on the ability of an individual to learn and function competently and confidently as he or she interacts in the world."17

Unfortunately, many learners within the LBS programs have felt similar impacts as highlighted in the above quote. In most cases, learners have little understanding of why they struggle with their communication skills. Often they blame themselves and feel "dumb". This crystallizes the importance of helping learners discover their strengths and struggles in both the language process and outcome.

It is important to assess adult learners' abilities in each of the language areas in order to identify what they already know , as well as what they need to work on during their training. One emerging theme derived from the adult basic education research suggests that assessing each component of reading in order to develop a picture of learners' reading ability gives practitioners much more relevant information than any test of a single component can.18 As a result, practitioners should be encouraged to assess all language areas that impact learners reaching their goals.