Write Then--Let's Change.
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| Title: | Write Then--Let's Change. |
|---|---|
| Language: | English |
| Authors: | Williams, Val, National Federation of Voluntary Literacy Schemes, London (England). |
| Availability: | National Federation of Voluntary Literacy Schemes, Cambridge House, 131 Camberwell Road, London SE5 0HF, England (5.00 pounds plus postage). |
| Peer Reviewed: | N |
| Page Count: | 58 |
| Publication Date: | 1988 |
| Sponsoring Agency: | Adult Literacy and Basic Skills Unit, London (England). |
| Intended Audience: | Teachers; Practitioners |
| Document Type: | Guides - Classroom - Teacher |
| Descriptors: | Adult Literacy, Attitude Change, Basic Skills, Foreign Countries, Functional Literacy, Group Dynamics, Mathematics Skills, Reading Skills, Sensitivity Training, Writing Skills |
| Geographic Terms: | United Kingdom (England) |
| Abstract: | This document is intended to help groups raise their level of awareness about what it feels like to have difficulty with reading or math, look at how varying levels of literacy and numeracy can affect the quality of their group's activities, and look at ways in which they can overcome literacy- and numeracy-related problems. The beginning of the document explains its aims and how it should be used. The first section contains teacher and student materials for exercises designed to demonstrate how it feels to have difficulty with reading or math and to what extent literacy and numeracy skills are needed in order to carry out an everyday group activity. Those exercises involve reading a mirror image of a handwritten message, doing math after hearing unusual explanations for solving subtraction problems, and making an assessment of written materials in the room in which the group meets. The second section is intended to demonstrate how some group members' participation can be inadvertently prevented if the group's modes of communicating depend heavily on reading and writing. The section also points out ways groups can depend less on reading, writing, and basic math activities. Section 3 offers exercises intended to help groups make at least one change that would make the group more welcoming or accommodating to members who have literacy or numeracy difficulties. Section 4 is an exercise designed to help group members evaluate the document and its use. (CML) |
| Entry Date: | 1990 |
| Accession Number: | ED316715 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
|---|---|
| Header | DbId: eric DbLabel: ERIC An: ED316715 AccessLevel: 3 PubType: Electronic Resource PubTypeId: electronicResource PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Write Then--Let's Change. – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Williams%2C+Val%22">Williams, Val</searchLink><br /><searchLink fieldCode="AR" term="%22National+Federation+of+Voluntary+Literacy+Schemes%2C+London+%28England%29%2E%22">National Federation of Voluntary Literacy Schemes, London (England).</searchLink> – Name: Avail Label: Availability Group: Avail Data: National Federation of Voluntary Literacy Schemes, Cambridge House, 131 Camberwell Road, London SE5 0HF, England (5.00 pounds plus postage). – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 58 – Name: DatePubCY Label: Publication Date Group: Date Data: 1988 – Name: SourceSuprt Label: Sponsoring Agency Group: SrcSuprt Data: Adult Literacy and Basic Skills Unit, London (England). – Name: Audience Label: Intended Audience Group: Audnce Data: Teachers; Practitioners – Name: TypeDocument Label: Document Type Group: TypDoc Data: Guides - Classroom - Teacher – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Adult+Literacy%22">Adult Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Attitude+Change%22">Attitude Change</searchLink><br /><searchLink fieldCode="DE" term="%22Basic+Skills%22">Basic Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Functional+Literacy%22">Functional Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Group+Dynamics%22">Group Dynamics</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Skills%22">Mathematics Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Skills%22">Reading Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Sensitivity+Training%22">Sensitivity Training</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Skills%22">Writing Skills</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22United+Kingdom+%28England%29%22">United Kingdom (England)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This document is intended to help groups raise their level of awareness about what it feels like to have difficulty with reading or math, look at how varying levels of literacy and numeracy can affect the quality of their group's activities, and look at ways in which they can overcome literacy- and numeracy-related problems. The beginning of the document explains its aims and how it should be used. The first section contains teacher and student materials for exercises designed to demonstrate how it feels to have difficulty with reading or math and to what extent literacy and numeracy skills are needed in order to carry out an everyday group activity. Those exercises involve reading a mirror image of a handwritten message, doing math after hearing unusual explanations for solving subtraction problems, and making an assessment of written materials in the room in which the group meets. The second section is intended to demonstrate how some group members' participation can be inadvertently prevented if the group's modes of communicating depend heavily on reading and writing. The section also points out ways groups can depend less on reading, writing, and basic math activities. Section 3 offers exercises intended to help groups make at least one change that would make the group more welcoming or accommodating to members who have literacy or numeracy difficulties. Section 4 is an exercise designed to help group members evaluate the document and its use. (CML) – Name: DateEntry Label: Entry Date Group: Date Data: 1990 – Name: AN Label: Accession Number Group: ID Data: ED316715 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED316715 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 58 Subjects: – SubjectFull: Adult Literacy Type: general – SubjectFull: Attitude Change Type: general – SubjectFull: Basic Skills Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Functional Literacy Type: general – SubjectFull: Group Dynamics Type: general – SubjectFull: Mathematics Skills Type: general – SubjectFull: Reading Skills Type: general – SubjectFull: Sensitivity Training Type: general – SubjectFull: Writing Skills Type: general – SubjectFull: United Kingdom (England) Type: general Titles: – TitleFull: Write Then--Let's Change. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: National Federation of Voluntary Literacy Schemes, London (England). – PersonEntity: Name: NameFull: Williams, Val IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 1988 |
| ResultId | 1 |
