Clark-Stallkamp, RebeccaLockee, Barbara B.2025-02-042025-02-042024-121941-8027https://hdl.handle.net/10919/124479In November 2019, the Program for the International Assessment of Adult Competencies (PIAAC) from 2017 (Institute of Education Sciences [IES], 2019) depicted no significant change in the concerning status of adult literacy in the US. More than 52% of adults between 16 and 45 scored below functionally literate levels. While shortcomings are attributed to various factors such as high attrition rates in program, ill-conceived policy planning, and more, significant focus is placed on the impact of effective instruction. The study reviews core cognitive component theory experimentation and instructional intervention research in adult literacy to explain contributions and limitations in current research. To address limitations in research, the review further emphasizes the interdisciplinary role instructional design and technology, and associated research methods such as design-based research that may offer future research on instructional interventions for Adult Basic Education literacy.Pages 199-215application/pdfenCreative Commons Attribution-NonCommercial-NoDerivatives 4.0 Internationaladult literacyadult basic educationinstructional designdesign-based researchArticle - Refereedhttps://doi.org/10.18785/jetde.1702.09172Lockee, Barbara [0000-0001-7108-4529]1941-8035