The mathematics program focused on what we called the Three C’s: Comprehension, Computation, Communication. In this case, we taught the personnel the idea that they needed thoroughly to comprehend what the type of task was that they were working on and what resources they needed to obtain from the Navy Knowledge Base book to work on the task. Then they needed to know how to perform the various computations needed to complete the task, and finally they needed to know how to communicate the results of their task performance to those who worked for them or to their supervisors.

In teaching comprehension of tasks in the Navy Knowledge Book, we taught an active reading strategy of what to do before reading, during reading and after reading. Along with this reading strategy, called the PQ3R: Preview, Question, Read, Recite, Review, sailors were also taught math problem solving tips such as READ the problem carefully; circle or list the facts given, underline the main question to be answered, transform the text into some other form: a drawing or diagram, organize the known data, create a number sequence or set up an equation or use a formula, decide on a process: add, subtract, multiply, divide, do the computations in the correct order and check the accuracy, test your answer: does it make sense, and others. A special programmed section on how to do decontextualized computations was included in the Information Processing book to teach computational processes, types of numbers, systems of measure, descriptive statistics, and basic algebra and geometry.

Reference: Sticht, T. (1987, March). Functional Context Education: Workshop Resource Notebook. El Cajon, CA: Applied Behavioral & Cognitive Sciences, Inc.

Case Study #4: Family Literacy: Research Illustrating the Integration of Functional Content in Parenting With Basic Skills Education.

Improved education of adults may lead not only to a better tax base and community social services, it may also stimulate a greater interest on the part of parents to become involved with the education of their children. Research by the Wider Opportunities for Women in Washington, DC, USA, studied the effects of women's participation in basic skills training on (1) their behavior toward their children, (2) their interactions with teachers and participation in school activities, and (3) their children's behavior in school.

Mothers reported that, as a result of their participation in the basic skills programs, they spent more time with their children talking about school, helping with homework, and other activities. They spent more time going to and helping with school activities and they talked more with teachers about their children's education. (see figure, along with comparable data from the National Center for Family Literacy in 1994; all improvements are statistically reliable). WOW mothers also reported that their children liked and attended school more, and they made improvements in their school grades, test scores , and reading.