CASP was founded on school-based and economic definitions of literacy. The survey, however, examined other elements of literacy including those related to personal concerns, family and community elements. While the learners expressed concerns about moving upwards through the hierarchy of literacy skills as these are measured through various tests, they were also concerned about how their literacy practices are affecting other family members.

More women attend CASPs than men. The preponderance of women cannot be accounted for by reviewing statistics on educational attainment levels of adults. The explanation may have to do with the community-based, interpersonal nature of the program. The existence of other, male-dominated, literacy programs, also funded through Literacy NB, suggests that, while the system encourages low literate women to participate in general educational activities which lead to further academic upgrading and occupational training, low literate men are encouraged to participate in specific activities which lead directly to employment opportunities ( MacKeracher 1989).

Early experiences of the learners reflect literacy experiences which are strongly affected by out-of-school activities, such as hearing stories, being read to, reading comics and story books, and watching television for younger respondents. When asked to give reasons for not learning to read as children, the majority of the males named poor teaching and school failure, while the majority of the females cited their home lives. In the learner interviews, "home life" as a contributor to not reading included both abuse of the individual and the requirement that the individual take on more family -related responsibilities than most children must bear.