Julia Wilke investigates the extent to which literacy plays a role in the lives of adults with intellectual disabilities, how reading and writing activities are integrated into everyday life, and the contexts in which these activities are embedded. The quantitative sub-study evaluates media usage and reading skills of individuals with intellectual disabilities. The qualitative study, conducted in the style of Grounded Theory methodology, focuses on the personal significance of reading and literature for the participants. The central finding is the realization that literacy is associated with certain functions: literacy plays a significant role in the identity formation process within the life environment of the individuals with intellectual disabilities studied.