A majority of the learners believed that people learn to read in elementary school; that itis very difficult to read after high school. In these responses, the learners reflect a view of the acquisition of literacy skills as being school-based with their home-based literacy experiences contributing to their literacy skills only in negative terms. Although the respondents described themselves as using literacy and numeracy skills in their daily lives.

Respondents (95%) reported watching television. This is a common social practice that needs to be included as a resource for literacy. Facilitators of literacy programs need to develop creative ways to connect literacy activities to television watching.

Current literacy activities within CASP did not include access to computer technology. The information/technology revolution and its resulting need for computer literacy has not become part of the lives of CASP learners. They are aware of this lack -- and their responses show their desire for access to and knowledge about computers. There is a need for more research on the computer/technology in adult education. Learners in adult basic education need support in acquiring technological skills and knowledge.

Learners in the survey reported having access to reading materials at home and to being read to as children and to other home- based literacy experiences.These literacies of home, like those of Heath's (1983) Trackton and Roadville children, did not stand them in good stead when they reached school. The respondents reported that they had lost their 'literacy" at school. However they did not lose their everyday literacy ( Barton & Hamilton, 1998) - it was just not valued or recognized in the school (Heath, 1983; Taylor, Dorsey, Gaines, 1988; Wells, 1986) in the school. Learners are using literacy skills, including writing, reading and numeracy on a daily basis.