Less-skilled adult word reading: the experiences and practices of readers and teachers

Tens of millions of adults globally exhibit difficulties in word reading with diverse negative impacts on individuals and communities. This thesis focused on building understanding of the experiences and practices of less-skilled adult word readers and adult-reading teachers in Western Australia and New Zealand. The research provides insights into varied experiences, entrenched misunderstandings and confusions, and variable teacher practices. These findings can be applied to enhance the development of programs aimed at improving adults' word reading skills.