[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-589306-105":59,"doc-detail-589306-en":134},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":127,"head_meta":129,"extra_data":131,"updated_unix":133},105,"en","low-literacy-correctional-students-in-north-dakota-abstract-and-methods-overview","Low Literacy Correctional Students in North Dakota - Abstract and Methods Overview","","The North Dakota Department of Corrections and Rehabilitation developed two approaches for supporting low-literacy adult students in correctional settings: testing for accommodations for GED testing and integrating the STAR literacy program for adult readers. The text contrasts learner demographics and barriers between incarcerated students and community adult learning centers. It outlines assessment practices using TABE, defines low literacy levels, and highlights high proportions of students testing at very low reading achievement. It also addresses disability awareness, ADA-related responsibilities, and the need for timely, reasonable GED accommodation access.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/low-literacy-correctional-students-in-north-dakota-abstract-and-methods-overview/589306/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/low-literacy-correctional-students-in-north-dakota-abstract-and-methods-overview/589306.png","ImageObject",300,407,{"name":92,"@type":93},"Đào","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What two methods does the North Dakota Department of Corrections and Rehabilitation use for low-literacy students?","Question",{"text":112,"@type":113},"It tests to determine accommodations for GED testing and integrates the STAR literacy program for adult readers.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the document describe differences between incarcerated adult learners and learners at community adult learning centers?",{"text":117,"@type":113},"It notes different median ages and educational barriers, emphasizing that incarcerated students face more distinct challenges and differences from community adult learners.",{"name":119,"@type":110,"acceptedAnswer":120},"How is literacy assessed in the ND DOCR and how is “low literacy” defined for this article?",{"text":121,"@type":113},"Adult education uses TABE for assessment tracking, with scores mapped to NRS levels. The article defines L1 and L2 as low literacy, corresponding roughly to a Grade 1–3 reading level.",{"name":123,"@type":110,"acceptedAnswer":124},"Why is disability advocacy emphasized in relation to GED education access?",{"text":125,"@type":113},"The text explains that ADA requirements obligate entities to advise and help people with disabilities fully participate in education, and it cites a federal lawsuit involving GED accommodation access that affected the ability to complete a GED.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},589306,1792670528,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":143,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":144,"faqs":145,"seo_title":146,"seo_description":67,"update_tm":147,"read_time":148,"preview_page_count":4},1374402968488,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","ADULT LITERACY EDUCATION SUMMER 2024  \n[http://doi.org/10.35847/MCandy.6.2.30](http://doi.org/10.35847/MCandy.6.2.30)  \nLow Literacy Correctional Students in North Dakota  \nMichelle Candy, North Dakota Department of Corrections and Rehabilitation  \nAbstract  \nThe North Dakota Department of Corrections and Rehabilitation has developed two methods of working with lowliteracy students. One is testing for accommodations for GED testing. The other is integrating the STAR literacy program for adult readers.  \nKeywords: corrections, literacy, GED, accommodations, STAR  \nAdult students in correctional settings have many educational barriers and differences that set them apart from adult students at a community adult learning center (ALC) . In North Dakota, the median age for anon-corrections adult student is 19, with 91% of the students being under age 30. However, in North Dakota corrections, the median age is 28, with nearly half of the students being over age 30. Statistics from a U.S. Department of Justice survey show that nearly a quarter of all state and federal prisoners questioned had been in special education classes in school (Maruschak et al., 2021). This compares with the roughly 15% of the general population in special education classes in the United States (Irwin et al., 2023) Anywhere from 15-26% of allstate prisoners reported that they had been told by a professional that they had a learning disability such as dyslexia or dyscalculia (Brazzell et al., 2009; Maruschak et al., 2021) . While it is difficult to find either state-specific or national/federal prison statistics for literacy rates among incarcerated individuals, the fact is that many of these individuals have low reading rates, whether because of learning disabilities, lack of education, or other reason. School districts across the nation are starting to turn to the Science of Reading to remedy these reading problems before fourth grade. But what about correctional educators and their adult students?  \nNational adult correctional education numbers are hard to come by, as some states report numbers and others do not. The Programme for the International Assessment  \nof Adult Competencies (PIAAC) Survey of Incarcerated Adults shows that those without a high school diploma have an average literacy score of 224, which is at Proficiency Level 1 (Rampey et al., 2016) . Less than 2% of incarcerated individuals receive basic educational or vocational education (Brazzell et al., 2009) . However, the PIAAC Survey shows that approximately 30% of respondents had less than a high school credential, with 18% of respondents stating that they wanted to enroll in high school completion or high school equivalency (Rampey et al., 2016) . Reasons incarcerated adults may not be able to take part in education include not being eligible to attend or being on a waiting list for a program, which may be taught by certified teachers, volunteer teachers, or incarcerated tutors (Brazzell et al., 2009; Rampey et al., 2016) .  \nI am an instructor in the North Dakota Department of Corrections and Rehabilitation (ND DOCR), and I am addressing the issue of literacy from our local level. In the ND DOCR, anyone coming into the system without a high school diploma or high school equivalency is required to be enrolled in the education department for GED preparation. Because the ND DOCR requires anyone without secondary-level education to be in educational programming, the education department contains students of all ages, abilities, and desires for education. This is in contrast with students at an ALC who are there because they choose to be there.  \nAdult education programs in North Dakota use the Test  \n[Correspondence: mcandy@nd.gov](Correspondence: mcandy@nd.gov) 30  \nof Adult Basic Education (TABE) for assessment tracking purposes. The TABE scores in the ND DOCR range from National Reporting System (NRS) Level 1 through NRS Level 6. For the purposes of this article, I’m defining L1 and L2 as ","cbCaivkZsomkNSe3","https://ap.wps.com/l/cbCaivkZsomkNSe3","pdf",72065,"English","# Abstract\n## Two methods for supporting low-literacy students\n## Learner barriers and demographic differences\n## Assessment with TABE and low-literacy definitions\n## Disability awareness and accommodation obligations","[{\"question\":\"What two methods does the North Dakota Department of Corrections and Rehabilitation use for low-literacy students?\",\"answer\":\"It tests to determine accommodations for GED testing and integrates the STAR literacy program for adult readers.\"},{\"question\":\"How does the document describe differences between incarcerated adult learners and learners at community adult learning centers?\",\"answer\":\"It notes different median ages and educational barriers, emphasizing that incarcerated students face more distinct challenges and differences from community adult learners.\"},{\"question\":\"How is literacy assessed in the ND DOCR and how is “low literacy” defined for this article?\",\"answer\":\"Adult education uses TABE for assessment tracking, with scores mapped to NRS levels. The article defines L1 and L2 as low literacy, corresponding roughly to a Grade 1–3 reading level.\"},{\"question\":\"Why is disability advocacy emphasized in relation to GED education access?\",\"answer\":\"The text explains that ADA requirements obligate entities to advise and help people with disabilities fully participate in education, and it cites a federal lawsuit involving GED accommodation access that affected the ability to complete a GED.\"}]","Low Literacy Correctional Students in North Dakota - Abstract and Methods Overview | PDF",1792066940,13]