Abstract
Studies which have attempted to assess literacy behavior on the basis of universal standards have failed to account for the variance in literacy demands of differing social contexts. This study examined the literacy behavior of 132 elderly blacks in a large city environment, a population of particular interest to literacy research because of its high concentration of undereducated adults. The research provides a clearer picture of how this subgroup of American culture is affected by their lack of traditional education. Despite an anticipated high degree of total illiteracy, and an equally low level of educational attainment, this group has generally developed the necessary literacy skills to meet the demands of their social environment. The results of this research refute findings of the APL and other surveys which have portrayed this subgroup as woefully lacking in functional literacy skills.
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