STUDY FINDINGS
Twenty-six interview transcripts were analysed by the researchers and
constituted the
data in this study. One transcript (BC5) was incompletely recorded
resulting in 50
percent of the question responses being unavailable for analysis and one
interview
(ON5) was not transcribed due to poor recording quality and therefore not
included in
the analysis. The transcripts were read several times in detail by the
researchers and a
number of dominant themes were identified. These themes were further defined
and
illustrated using data (participant verbatim quotations). They represent
the topics
discussed most frequently and in the most depth by the participants.
Description of Self-defined Literacy Difficulties
The purpose of the study was to explore issues of literacy from the
perspective of
individuals who described themselves as having literacy difficulties.
To better
understand the extent of their perceived literacy problems each participant
was asked to
identify the definition which best described their literacy problem.
The definitions used
corresponded with Levels 1 - 3 (Western Canada Workplace Skills Training
Network,
1996) provided earlier in this report and were as follows:
- I can’t read or write at all.
- I have trouble reading
and writing anything.
- I can read and write some things but have
problems with others.
Sixteen participants identified the third definition as best describing
their current literacy
status. One participant (BC4) chose the first definition as best describing
their literacy
difficulties. Nine participants either did not choose to use these
definitions in describing
their perceived literacy issues or, in some instances, the interviewer
did not give them
the choices in the interview. It would appear that at least sixty-two
percent of the
participants in this study were functioning at a literacy level considered
to be the
minimum desirable threshold.
Learning Assessment
Three participants (BC12, NB1, and NB6) remembered during their school
years having
learning assessments administered and that a learning disability
was identified.
Several participants said that teachers or family members had told
them they had a
learning disability but did not remember having any formal testing.
None of the
participants recalled having the results of formal tests or what
it meant to have a
learning disability explained to them.
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