Abstract
This study explored entry level achievement characteristics of 132 youth and adults who read below fifth grade equivalent who volunteered to participate in an adult tutorial project. Specifically, reading, self-esteem, listening comprehension, and verbal language levels were measured and analyzed to substantiate observed characteristics of adult illiterates and to examine a developmental reading model of adult beginning readers. Analysis demonstrated that subjects had low levels of listening comprehension and verbal language as well as reading. Contrary to reports from informal observations, self-esteem was not substantially below average or significantly related to reading, listening comprehension, or verbal language. However, verbal language was significantly related to both listening comprehension and reading. Listening comprehension and verbal language achievement appeared to be higher than reading achievement. Further research is needed to explore the extent to which low intellectual ability or specific language disabilities contribute to low levels of reading, listening comprehension, and verbal language. Results suggest that programs for adult illiterates should include instruction to develop listening comprehension and verbal language skills as well as reading ability.