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Start with the adult, not the problem
Reading and writing difficulties can be visible in many ways: a person may avoid forms, ask someone else to read letters, struggle with written instructions, or feel anxious about sending messages. Those signs do not tell you why the difficulty exists. It could relate to a specific skill, language learning, education history, eyesight, stress, a health condition or another circumstance. It is not proof of dyslexia, a learning disability, low intelligence or lack of effort.
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Choose a private, calm moment. A neutral opening is: Would it help if we looked at this together?
Then ask what the person finds hardest and what they would like you to do. They may want a letter read aloud, help understanding a form, practice writing a message, or simply more time. They may prefer to handle it independently or return to it later. Accept that answer.
Questions that preserve choice
Which part is causing the most trouble?
Would you like me to read it, explain it, or just sit with you while you work through it?
What would make this easier next time?
Do you want help now, or would another format or time suit you better?
Ask before reading personal correspondence, entering information, contacting an organisation or speaking on the adult’s behalf. Keep documents, passwords and conversations confidential. When the adult can answer a question or make a decision, address them directly rather than directing everything to a relative, carer or colleague.
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Make communication easier in the moment
Use plain language and one idea at a time. Replace unfamiliar terms with everyday words, explain unavoidable technical language, and avoid long blocks of text. Give the person time to read, write or respond; silence is not evidence that they have understood or agreed.
A practical communication sequence
- Set the purpose. Say what the information is about and what decision or action may be needed.
- Break it into steps. Present the first action before adding the next. Use short paragraphs, headings, numbered instructions and generous spacing.
- Offer a suitable format. Ask whether the person would prefer speech, large print, audio, a diagram, a typed message, or help completing a form.
- Pause. Allow extra time without finishing sentences or showing impatience.
- Check understanding without testing. Ask,
What would you like to do next?
orHow will you explain this to someone else?
Correct misunderstandings privately and respectfully. - Record the agreed next step. If useful, write one short reminder in the format the adult chooses, and confirm who will do what.
For NHS and adult social-care services in England, the Accessible Information Standard requires providers to identify, record, share and meet people’s communication needs. GOV.UK describes this as an anticipatory duty: public-sector organisations should think ahead about likely needs rather than wait for difficulties to appear. This legal requirement applies to those services; it does not mean every private individual or organisation has identical duties.
Help without taking away independence
Doing a task quickly can unintentionally teach the adult that they cannot do it. Aim for supported participation. You might read the first sentence, then let them choose what happens; point out where a date belongs, then let them write it; or draft a message together while the adult decides its content.
Use a “least help first” approach
- Wait and let the adult try.
- Offer a hint or explain one word.
- Show an example that is not their private information.
- Complete only the part they ask you to do.
- Ask before taking over, and return control as soon as possible.
Never use a childlike tone, praise ordinary effort theatrically, or joke about mistakes. Ask how the adult wants to be described and who may know about the difficulty. If another person needs to be involved, get consent unless there is an immediate safeguarding or legal reason to act differently.
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Many adults are reluctant to admit literacy difficulties or ask for help, according to the National Literacy Trust. Shame can be reinforced by past schooling, workplace experiences or fear that others will judge their intelligence. Arguing, exposing the difficulty in front of others or insisting on a course usually increases resistance.
Respond to embarrassment
- Move the conversation somewhere private.
- State the practical problem, not a label:
This form is hard to follow; shall we ask for another format?
- Offer choices rather than a demand.
- Share control of the pace and stop when the adult asks.
- Recognise existing strengths, such as oral communication, practical knowledge, work skills or problem-solving.
If the adult declines help, leave the door open: If you want to look at it together later, I’m available.
Continue to provide accessible communication when you are responsible for it, but do not secretly arrange lessons, disclose the difficulty or practise on the person’s behalf.
Work out what kind of help is wanted
Ask about a real goal rather than beginning with a diagnosis. Useful goals include reading work instructions, writing text messages, completing benefit or housing forms, understanding letters, enjoying books, supporting children with homework, or improving English as an additional language.
Separate immediate access from longer-term learning. An adult may need an audio version of a letter today and a course to build reading skills over several months. Providing the first does not presume the second.
Do not diagnose from observation
GOV.UK distinguishes dyslexia, described as a specific difficulty with one skill, from learning disability, which involves broader limitations beginning before adulthood. These categories cannot be established by watching someone read a form. If the adult wants an assessment or has health, sensory or cognitive concerns, support them to discuss this with an appropriate qualified professional. Keep the focus on accommodations and goals while any assessment is considered.
Find adult learning in England
For adults who want structured learning, local adult education colleges are a practical starting point. In England, adult essential-skills provision includes English and English for Speakers of Other Languages (ESOL), as well as maths and digital skills. Ask the learner which subject and level fit their goal, previous experience and confidence. Providers can explain entry routes, timetables, location, online options, accessibility and any costs.
The Department for Education’s 2024/25 release counted 188,680 adult learners on English courses and 168,730 on ESOL courses. These are participation figures for that academic year, not an estimate of everyone who needs help. The definition includes additional tailored, community and non-regulated learning aims, so the figures should not be compared with older series without checking the methodology.
Questions to ask a college or provider
- Is the course focused on everyday reading and writing, formal qualifications, ESOL, or another goal?
- What level is expected, and can the adult try a session before enrolling?
- How much reading, writing and homework are required each week?
- Are evening, daytime, online or one-to-one arrangements available?
- What help is available for hearing, vision, mobility, anxiety or communication needs?
- What are the fees, travel requirements, equipment needs and cancellation rules?
- Who can the adult contact confidentially if the placement is unsuitable?
Compare one-to-one, group and independent options
No cited evidence establishes that one format is universally more effective. The best choice depends on the adult’s target, comfort, schedule, location, accessibility and desire for independence.
| Option | May suit someone who wants | Check before choosing |
|---|---|---|
| One-to-one tuition | Private practice, a personalised pace or help with a specific reading goal | Tutor training, confidentiality, safeguarding, location, cost and current availability |
| Adult education class | A planned curriculum, regular routine and contact with other learners | Class size, level, timetable, travel, assessment arrangements and accessibility |
| Library reading group | Supported reading, social contact and low-pressure practice | Reading level, meeting times, privacy and whether materials are suitable |
| Independent practice | Flexible repetition at home or between lessons | Whether materials match the adult’s level, interests, language and preferred format |
Local libraries can suggest accessible reading materials and reading groups. The Reading Agency provides free adult-reading resources. Read Easy is identified by the National Literacy Trust as a volunteer one-to-one reading tuition route for adults who struggle with reading; local availability must be checked directly. LearnDirect offers online courses and learning centres, but current courses and suitability should also be confirmed with the provider.
An employed adult with union access can ask a union learning representative for confidential advice about workplace learning. The representative may know local provision and can explain what support is available without requiring the adult to disclose more than they wish.
Use technology and written aids carefully
Speech-to-text, text-to-speech, audio messages, spellcheckers, larger text and voice notes can remove barriers to an immediate task. Ask whether the adult wants such tools and show how to use them; do not assume that an app is easier than paper or speech. Check privacy settings before entering health, financial or employment information into a device or service.
Evidence on computer-assisted literacy interventions is mixed. A Department for Education evidence review describes studies in which computer programmes were no more effective than teacher-led provision or produced no significant difference in test scores. It also reports positive attendance or achievement findings for particular text-message and social-support interventions in further-education courses. Those context-specific results do not guarantee that an app, reminder system or online course will improve an individual’s literacy.
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Keep tools subordinate to the person’s goal
- Choose the format the adult can access reliably.
- Practise one feature at a time, such as dictating a short message.
- Keep a non-digital alternative for outages, low battery or unfamiliar settings.
- Review whether the tool increases control or makes the adult dependent on someone else.
Is an adult literacy workbook worthwhile?
An adult literacy workbook can provide optional repetition between sessions. It is not necessary, and no particular workbook is endorsed by the evidence here. Choose one only if the adult likes the layout, topic and level and can use it without embarrassment. A tutor, college or library can help identify suitable materials.
A workbook should not replace accessible communication, personal support or a course the adult has chosen. Stop or change it if exercises feel childish, unrelated to the adult’s goals, too difficult or too easy. Reading materials connected to the person’s interests—recipes, sports, work topics, novels, instructions or community information—may be more motivating than generic drills.
Support at work, in healthcare and with official forms
Workplace situations
Ask the adult what workplace support they want before approaching a manager or human-resources team. Possible adjustments include verbal instructions, a demonstration, extra time, accessible electronic documents, a private space to complete paperwork, or permission to use assistive technology. Keep the request focused on the task and the effective adjustment rather than an unconfirmed diagnosis.
Healthcare and adult social care in England
The Accessible Information Standard means NHS and adult social-care organisations should ask about communication needs and provide information in an accessible way. The adult can request an interpreter, an alternative format, extra time or a communication record, depending on the service and need. Offer to help make the request, but let the adult decide what to disclose and whether you attend.
Forms, bills and letters
Start by identifying the deadline and consequence of missing it. Separate urgent action from background information. Read aloud only with permission, mark the exact box or signature needed, and let the adult provide and check their own details. Before submitting anything, review names, dates, amounts and consent together. If the form is legal, financial or high-risk, ask the organisation for accessible assistance or independent advice rather than guessing.
What commonly goes wrong
- Assuming the cause: treating every difficulty as dyslexia or learning disability can mislabel the person and distract from useful support.
- Rushing: completing sentences or grabbing the pen saves minutes but removes practice and control.
- Public correction: pointing out mistakes in front of others can make future help less likely.
- Overloading: giving a full leaflet, several instructions and multiple choices at once can be harder than the original task.
- Choosing for the adult: enrolling them in a class or buying materials without consent may feel punitive.
- Promising a cure: a course, app or workbook cannot guarantee a particular outcome.
- Ignoring access barriers: travel, cost, childcare, shift work, vision, hearing, anxiety and digital access can decide whether a course is usable.
- Breaking confidentiality: sharing the difficulty with relatives, colleagues or services without permission can damage trust.
A simple plan for the next week
- Arrange a private conversation and ask what task is hardest.
- Agree on one immediate task, such as understanding a letter or sending a message.
- Ask which format and amount of help the adult wants.
- Complete that task together, using short steps and a non-testing understanding check.
- Ask whether the adult wants longer-term learning support.
- If yes, contact a local adult education college, library, Read Easy, LearnDirect or a union learning representative, depending on the goal.
- Compare options for privacy, accessibility, schedule, cost, comfort and independence before enrolling.
- Set a review point chosen by the adult: what felt useful, what felt uncomfortable and what should change?
The adult remains the decision-maker throughout. Support is successful when the person can communicate, understand choices and complete more of the tasks that matter to them, with assistance available when they choose it.
How widespread is adult literacy difficulty?
The National Literacy Trust’s 2024 summary says 18%—about 6.6 million adults aged 16 to 65 in England—have “very poor literacy skills.” This is a population statistic using a particular definition, not a diagnosis of an individual and not a measure of every reading or writing difficulty. Statistics for Scotland, Wales and Northern Ireland use different years and definitions and should not be compared directly.
The Department for Education also reported on the OECD Survey of Adult Skills 2023, which covered adults aged 16 to 65 across 31 education systems. Such surveys describe measured skills in defined samples; they do not determine what any particular adult can learn or which support will work for them.
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