Patterns and Predictors of Literacy and Numeracy Development During Adulthood: Insights from Two Longitudinal Assessment Surveys

Abstract

Literacy (reading competence) and numeracy (mathematical competence) are indispensable prerequisites for lifelong learning and participation in today’s knowledge-based societies. However, evidence on the development of these competencies during adulthood is limited. This chapter summarizes the main findings of a research project that leveraged the unique potential of two German longitudinal assessment surveys, NEPS and PIAAC-L, to garner insights into how these competencies develop during adulthood. Both surveys offer repeated measures of adults’ competencies spaced 3–6 years apart, allowing light to be cast on two guiding questions: (1) Patterns of change: Can literacy and numeracy still change in adulthood? If so, does change involve gains or losses, and how is change distributed across sociodemographic subgroups? (2) Predictors of change: Which individual and contextual factors (e.g., participation in job-related training, engagement in literacy or numeracy practice, or basic cognitive skills) predict change in competence development? Findings suggest that competencies continue to develop across the lifespan and can change even over relatively short time periods. Gains and losses occur in equal measure. Moreover, findings pinpoint practice engagement as a crucial driver of change in competencies, while highlighting that practice engagement is itself dependent on a range of individual and contextual characteristics. Methodological insights and avenues for future research that emerged from our project are also discussed.