Infused Readers are a collection of 15 books that organize and simplify the English language for people learning, or teaching, to read. The series is based on Apple Computer software developed by Dr. Caleb Gattegno in the 1980s called Infused Reading. These paperback Readers introduce each target sound individually, and assign it a unique color. As different spellings for the same sound appear, learners can refer back to what they know about the color, and trust themselves to decode and produce the correct sound. Once all of the sounds in the book have been introduced and practiced, students will see that a story has been built one sound at a time. From there, intonation can be practiced, and meaning discussed. Infused Readers are a part of the Words in Color family, but were designed to stand on their own. Infused Readers Book 1 is appropriate for those with zero to little experience with reading (young children), or those looking to set a new foundation in their literacy journey (non-reading adults, or those with dyslexia or other reading challenges). It is recommended that all users of Infused Readers begin with Book 1 in order to become familiar with the color code. Other learning materials in the Words in Color family include: - Pop Ups (animated series) - Words in Color Wall Charts (a set of 21 color-coded charts in a variety of sizes) - Reading Primers R0 & R1 - Student Workbook 1 - Book of Stories - The Beginner's Guide to Teaching with Words in Color - The Common Sense of Teaching Reading and Writing For more information see www.EducationalSolutions.com

Infused Readers are a collection of 15 books that organize and simplify the English language for people learning, or teaching, to read. The series is based on Apple Computer software developed by Dr. Caleb Gattegno in the 1980s called Infused Reading. These paperback Readers introduce each target sound individually, and assign it a unique color. As different spellings for the same sound appear, learners can refer back to what they know about the color, and trust themselves to decode and produce the correct sound. Once all of the sounds in the book have been introduced and practiced, students will see that a story has been built one sound at a time. From there, intonation can be practiced, and meaning discussed. Infused Readers are a part of the Words in Color family, but were designed to stand on their own. Infused Readers Book 1 is appropriate for those with zero to little experience with reading (young children), or those looking to set a new foundation in their literacy journey (non-reading adults, or those with dyslexia or other reading challenges). It is recommended that all users of Infused Readers begin with Book 1 in order to become familiar with the color code. Other learning materials in the Words in Color family include: - Pop Ups (animated series) - Words in Color Wall Charts (a set of 21 color-coded charts in a variety of sizes) - Reading Primers R0 & R1 - Student Workbook 1 - Book of Stories - The Beginner's Guide to Teaching with Words in Color - The Common Sense of Teaching Reading and Writing For more information see www.EducationalSolutions.com

Infused Readers are a collection of 15 books that organize and simplify the English language for people learning, or teaching, to read. The series is based on Apple Computer software developed by Dr. Caleb Gattegno in the 1980s called Infused Reading. These paperback Readers introduce each target sound individually, and assign it a unique color. As different spellings for the same sound appear, learners can refer back to what they know about the color, and trust themselves to decode and produce the correct sound. Once all of the sounds in the book have been introduced and practiced, students will see that a story has been built one sound at a time. From there, intonation can be practiced, and meaning discussed. Infused Readers are a part of the Words in Color family, but were designed to stand on their own. It is recommended that all users of Infused Readers begin with Book 1 in order to become familiar with the color code. Other learning materials in the Words in Color family include: - Pop Ups (animated series) - Words in Color Wall Charts (a set of 21 color-coded charts in a variety of sizes) - Reading Primers R0 & R1 - Student Workbook 1 - Book of Stories - The Beginner's Guide to Teaching with Words in Color - The Common Sense of Teaching Reading and Writing For more information see www.EducationalSolutions.com

The use of L1 in Teaching English as a Second Language contexts is a ubiquitous but haphazard pedagogical practice in Sri Lanka. This thesis examines whether the use of L1 (Sinhala) could be validated across high, intermediate, and low learner proficiency levels in English. Sociolinguistically, the complex ontological and epistemological milieu of ESL in Sri Lanka granted this thesis an entree for scrutinizing the evolution of resistance to English in the undergraduate participants. The findings of pilot studies validated the expulsion of high proficiency learners from the procedures of L1 integration. Conversely a significant % mean increase across the intermediate and the low proficiency learners was revealed under the Sinhala Gloss (SG) condition. The mean comparison for both populations was equal and low for No Gloss (NG) and English Gloss (EG) conditions resulting in the gloss condition performance indicator NG = EG > SG. Scaffolding these findings to pedagogy, the study confines integrating L1 to skill development in lexical comprehension mechanisms in low and intermediate proficiency learners and discusses developing L2 inferring skills in the high proficiency learners."

The study addresses the use of psychological and mythological archetypes in the confessional poetry of Sylvia Plath (1932-1963) and Anne Sexton (1928-1974) as universal reference frameworks for the two poets' most intimate confessions. It discusses the distinctive common features of confessional poetry in general, and focuses on the importance of psychological and mythological archetypes for a study of the poetry of Plath and Sexton in particular. It also sheds light on the significance of the psychological and mythological archetypes evoked in some of the most influential contributions of psychoanalysts Sigmund Freud (1856 - 1939) and Carl Gustav Jung (1875 - 1961) for the study of the themes and imagery in the confessional poetry of Sylvia Plath and Anne Sexton. The themes and imagery discussed are those related to the portrayal of disturbances in the father-daughter and mother-daughter relationships, the daughter's attitude to love, marriage, and married life in general, the profound feelings of guilt, alienation and vulnerability, and, finally, death and suicide.

White field, black seeds -- who can sow? The riddle refers to the ability to write, a skill which in most Nordic countries was not regarded as necessary for everyone. And yet a significant number of ordinary people with no access to formal schooling took up the pen and produced a variety of highly interesting texts: diaries, letters, memoirs, collections of folklore and hand-written newspapers. This collection presents the work of primarily Nordic scholars from fields such as linguistics, history, literature and folklore studies who share an interest in the production, dissemination and reception of written texts by non-privileged people during the long nineteenth century.

COMMUNITY LITERACY JOURNAL 6.2 (Spring 2012) - The journal understands "community literacy" as the domain for literacy work that exists outside of mainstream educational and work institutions. It can be found in programs devoted to adult education, early childhood education, reading initiatives, lifelong learning, workplace literacy, or work with marginalized populations, but it can also be found in more informal, ad hoc projects. For COMMUNITY LITERACY JOURNAL, literacy is defined as the realm where attention is paid not just to content or to knowledge but to the symbolic means by which it is represented and used. Thus, literacy makes reference not just to letters and to text but to other multimodal and technological representations as well. We publish work that contributes to the field's emerging methodologies and research agendas. CONTENTS: ARTICLES: "Intellectualizing Adult Basic Literacy Education: A Case Study" by Kelly S. Bradbury - "Rhetorical Recipes: Women's Literacies In and Out of the Kitchen" by Jamie White-Farnham - "New Literacy Practices of a Kiregi Mother from a(n) (Im)migrant South Korean Family in Canada" by Ji Eun Kim and Ryan Deschambault - "Real-World Literacy Activity in Pre-school" by Jim Anderson, Victoria Purcell-Gates, Kimberly Lenters, and Marianne McTavish - "Koladeras, Literacy Educators of the Cape Verdean Diaspora: A Cape Verdean African Centered Call and Response Methodology" by Jessica Barros - "Re-considering the Range of Reciprocity in Community-Based Research and Service Learning: You Don't Have to be an Activist to Give Back" by Dirk Remley - BOOK AND NEW MEDIA REVIEWS: From the Review Desk by Jennifer deWinter - "Keywords: Prison" by Laura Rogers - "Rhetorics for Community Action: Public Writing and Writing Publics" reviewed by Christina M. LaVecchia - "Living Room: Teaching Public Writing in a Privatized World" reviewed by Diana Edison - "Buying into English: Language and Investment in the New Capitalist World" reviewed by Jerry Lee.

You may take for granted that you can read these words. But many people cannot, and that's what this book is about. Tens of millions of Americans today lack the skills to complete a job application, read a recipe, find their way on a street map, calculate a restaurant bill or follow a favorite passage of scripture. Throughout history, people have shared personal experiences through stories. This is a book of 30 such stories from the front lines of the literacy movement in Alabama. In their own words, these people recount in very personal terms their motivations and dreams along the spectrum of learning and teaching. All profits from the sale of this book are donated to the Literacy Council of West Alabama and the Literacy Council in Birmingham.

2012 Reprint of 1960 Edition. Exact facsimile of the original edition, not reproduced with Optical Recognition Software. Frank Charles Laubach was an Evangelical Christian missionary and mystic known as "The Apostle to the Illiterates." In 1935, while working at a remote location in the Philippines, he developed the "Each One Teach One" literacy program. It has been used to teach about 60 million people to read in their own language.] He was deeply concerned about poverty, injustice and illiteracy, and considered them barriers to peace in the world. In 1955, he founded Laubach Literacy, which helped introduce about 150,000 Americans to reading each year and had grown to embrace 34 developing countries. An estimated 2.7 million people worldwide were learning to read through Laubach-affiliated programs. In 2002, this group merged with Literacy Volunteers of America, Inc. to form ProLiteracy Worldwide.

Harold Pinter, a Nobel laureate in literature in 2005 was some what different in the melee of the well known dramatists of the contemporary period, his characters move around like real characters, feel pain, anguish and anger as we do in our day to day life. These characters are victims of either traditions or systems or psychological, maladies. They Endeavour hard to look for an identity in the society, but the system of the society is bent upon hunting them out. They are either lost in the wilderness of the concert world or vanish abruptly. The nebulous world turns to them nefarious, detrimental and victim, while reaching their identities. Their incomprehensible self annihilation and destruction is marked with passivity and ambiguity. It is an attempt by the dramatist to depict the conflict of the generations, or a class of the society. Because as a modern dramatist Pinter does not allow the audience to make up its mind so easily and keeps the audience in a constant state of tension by bringing its mind into a dialectical opposition to its feelings. They are perpetually betrayed in their search as once they heave a sigh of relief the another problem crops up before them.

A lack of "well-made" plot, fragmented characters, non-naturalistic settings, the central importance of physical action, communication on the point of breakdown - these dramatic qualities feature prominently both in the Theatre of the Absurd and English In-Yer-Face plays written in the 1990s by young authors like Sarah Kane or Jez Butterworth. How can we account for such widely distributed similarities? Focussing on the basic dramatic categories of structure, character conception, setting, the body on the stage and language/dialogue, the author isolates, from a 21st century perspective, central characteristics and stylistic devices of absurdist theatre. Providing detailed analyses featuring numerous examples, she traces the advancement and ongoing use of these devices in In-Yer-Face plays, ultimately suggesting an alternative to the problematic concept of an influence by relating both kinds of drama to the idea of an experiental theatre as outlined by Antonin Artaud. In its attempt to locate recent English plays within the context of one of the 20th century's most prominent dramatic styles, this book is of interest to anyone studying English drama from the 1950s onwards.

Understanding Language Choices is an introductory textbook for anyone studying the motivations behind language use choices. It provides an introduction into the numerous factors, both internal and external, influencing such choices in a speech community: language attitudes, language learning, identity, the mobility of the community, and much more. The book also provides a foundation for the study of linguistic variation within a speech community, as well as an introduction to methods of data collection when studying the outcomes of language use choices. An important aspect of this book is its emphasis on a participatory approach to language choice research that empowers the speech community. The final chapter discusses lifestyle concerns that researchers may encounter when conducting field studies in developing nations. Written with the beginner in mind, this textbook includes numerous examples and case studies from around the world to illustrate the realities of sociolinguistic field research. A companion website keeps users of the book up to date with descriptions of the most current research methodologies. Ken Decker received his M.A. in Linguistics from the University of Texas at Arlington in 1992. He brings to this book over 25 years' experience in field research in the sociology of language and language development. He has conducted sociolinguistic surveys in more than 35 languages in Asia and the Americas and served as consultant on surveys in Africa, Australia, Europe, and the Pacific. Ken is particularly interested in the role of language research in strategic language development. John Grummitt received his M.A. in Applied Linguistics from the University of Leicester in 2002, drawing on his decade's experience as an academic writing tutor and trainer of teachers in ESL programs in Japan and South Korea. His more recent survey work in Papua New Guinea has given him a perspective supplementary to Decker's on sociolinguistic fieldwork and language development.

Every day, classroom teachers struggle with numerous issues involving literacy and literacy instruction. Many call on professors and instructors for advice and support. "Critical Issues in Literacy Pedagogy: Notes from the Trenches," is a response to that call. This anthology presents current, relevant information on literacy issues that are related to comprehension, assessment, best practice approaches, technology, and bi-literacy. It also addresses the theoretical and political contexts that inform them.
This is a book for teachers, by teachers. The information and ideas in "Critical Issues in Literacy Pedagogy" are presented from the perspective of those who are directly involved in the teaching and learning environment, where they grapple with the issues and difficulties involved in teaching reading. The selections represent a collective wealth of experience and knowledge in reading and literacy. The contributors are researchers, writers, and scholars who are fully engaged in the dynamics of literacy instruction. Their voices rise from the trenches as they bring their own research and personal expertise to bear on the critical issues that teachers deal with in the current literacy classroom. "Critical Issues in Literacy Pedagogy" allows for informed and frank discussions of literacy learning.
This text can be used by schools of education and departments of literacy in classes including literacy assessment, language and literacy in elementary schools, middle school and adolescent literacy courses.
Eurvine J. Williams, Ph.D. is an assistant professor in literacy at Illinois State University. Dr. Williams is a Certified INTEL (Teach to the Future) Instructor and has comprehensive experience in Technology Mediated Pedagogy for K-Higher education. He has collaborated in the development of NASA Earth Science Technology Curriculum and has amassed a wealth of technology knowledge and experience as a technology coordinator for a number of research grants and projects. Dr. Williams is well versed in Web 2.0 and 3.0 Technologies and Client-Server Architecture for eLearning. He specializes in Language Literacy and Culture and Technology Mediated Pedagogy. His research interest areas include: Technology Use and Practice in Literacy Instruction; Socio-radical and Critical Constructivist theory and practice and Socio-psycholinguistics.

The book reports on the study that aimed to explore first year students' conceptions of writing and the extent to which these conceptions influence their academic writing; explore tutors' expectations and understandings of student writing and how they respond to it; and suggest guidelines that can inform effective teaching and learning of writing in ESL contexts. The study was underpinned by the academic literacies model. The study adopted a qualitative research methodology and used a case study approach as research design. Participants included ESL first year students and their tutors. Questionnaires, focus group interviews and marked student writing samples were employed as data collection instruments. The findings showed that although students categorised their writing skills as average, tutors had a different perspective. The findings reveal that tutors found that students still struggle with aspects of writing including, grammar, spelling, the structuring of essays, coherence and cohesion in paragraphs as well as arguing a point convincingly.

Through her writings, the Melbourne-based author aims to draw a clear picture of what it means to be a woman nowadays and what kind of difficulties one has to go through. All of her female heroines are struggling with the same kinds of issues: 'How do they define themselves professionally?', 'How do they cope with the complexities of their emotional life?', 'How do they find room for a professional life and a personal life?', 'How do they deal with long-term relationships?' Love Child, Honour, Bombshells and The Female of the Species aptly express Joanna Murray-Smith's aim to portray the problems and issues of contemporary female society. Their themes centre on female identity, generational conflicts and the delicate, but unique universal bond that ties a mother to her daughter. The book tries to provide answers to some key issues of major importance: 'What is the effect of motherhood and / or career on the gender identity of women in Joanna Murray-Smith's plays?' and 'How does having children change the way women in the four plays think about themselves?'

This book presents and discusses a wide variety of principles involved in being an Adult Basic Education tutor. It is a highly personalized view of the field, "irreverent" in the sense of expressing certain views that are not necessarily those in the mainstream. Readers can peruse these 101 brief essays, accepting those ideas that appear acceptable, questioning those they regard as questionable, and rejecting those they judge rejectionable. The style is informal and colloquial to the point of being "breezy," in contrast to the more academic approaches to the field. It is, at least, I believe, an entertaining way for a prospective (or working) tutor to spend an hour or so on a rainy afternoon.

In an innovative mixed-methods, action research study, Dr. Brimi explores the effect of research- based writing instruction on the intrinsic motivation of extrinsically-motivated students. Brimi's work demonstrates how ten simple principles for teaching composition can positively affect the attitudes and performance of high school students. Brimi's research utilizes survey data, focus group commentaries, and document analysis to capture the experience of students who pursue high marks in school, but who typically do not enjoy writing. After four months of instruction guided by Brimi's principles, the students find writing both relevant and enjoyable.

The 20th Century was witness to a rise in African American Drama as it introduced many prominent figures such as Amiri Baraka, Ed Bullins and August Wilson. However, its distinctness lies in the flourishing of a female canon led by Alice Childress and Lorainne Hansberry in mid 1900's, which is continued today in the works of many contemporary dramatists such as Adrienne Kennedy and Ntozake Shange, who have taken on the task of giving voice to the two times suppressed black woman. Among these playwrights, Ntozake Shange has been the most strikingly original one since her search for identity is integrated into her writing in terms of both content and form. While she experiments on the smallest segments of her individual and collective self, her writing transcends over rules of language as well as genre. It does not suffice to say her writing reflects a search for identity as what she experiences is a quest for authenticity...

The signs of the times are missing apostrophes.
The world needed a hero, but how would an editor with no off-switch answer the call? For Jeff Deck, the writing was literally on the wall: "NO TRESSPASSING." In that moment, his greater purpose became clear. Dark hordes of typos had descended upon civilization... and only he could wield the marker to defeat them.
Recruiting his friend Benjamin and other valiant companions, he created the Typo Eradication Advancement League (TEAL). Armed with markers, chalk, and correction fluid, they circumnavigated America, righting the glaring errors displayed in grocery stores, museums, malls, restaurants, mini-golf courses, beaches, and even a national park. Jeff and Benjamin championed the cause of clear communication, blogging about their adventures transforming "horor" into "horror," "it's" into "its," and "coconunut" into "coconut."
But at the Grand Canyon, they took one correction too far: fixing the bad grammar in a fake Native American watchtower. The government charged them with defacing federal property and summoned them to court--with a typo-ridden complaint that claimed that they had violated "criminal statues." Now the press turned these paragons of punctuation into "grammar vigilantes," airing errors about their errant errand..
The radiant dream of TEAL would not fade, though. Beneath all those misspelled words and mislaid apostrophes, Jeff and Benjamin unearthed deeper dilemmas about education, race, history, and how we communicate. Ultimately their typo-hunting journey tells a larger story not just of proper punctuation but of the power of language and literacy--and the importance of always taking a second look.

"From the Hardcover edition."

Colonialism is the conquest and control of other people's land and lives. Not limited to the incursion of various European powers into Asia, Africa or the Americas alone, it is a continuous, widespread feature of human history. Leela Gandhi remarks: "Colonialism marks the historical process whereby the West attempts systematically to cancel or negate the cultural difference and value of the 'non-west'." India was one of the "productive colonies" for the West, and its natives mere "human material." The Orient was treated as "alien and unusual," civilizationally inferior, weak and suitable for colonisation, says Said. It was "a playground for Western desires, repressions, investments, projections" and that it was Europe's "richest colonies" and one of its "recurring images of the Other." Asif Currimbhoy, the authentic voice in Indian English theatre deals with various notions of postcolonialism in all his plays, written during India's post-independence period, with their focus on the cultural, social and political dimensions. Contemporary postcolonial discourses put capitalism culpable when it depends on racial hierarchies, self-other distinction, and all sorts of oppression.

Need help finding the perfect poem for a holiday celebration or a science unit? A funny riddle poem or a bilingual poetry book? Here is a comprehensive resource for teachers, librarians, and parents packed with poetry bibliographies and research-based strategies for selecting and sharing poetry with young people (ages 0-18). The Poetry Teacher's Book of Lists contains 155 different lists featuring 1500 poetry books for children and teens-in a variety of categories including poetry awards, seasonal poetry, poetry across the curriculum, multicultural poetry, the poetry-friendly environment, poetry performance, guiding discussion, and teaching poetry writing. You'll find recommended lists of poetry books tied to calendar events throughout the year, poetry that targets the needs of students acquiring English as a new language, poetry to help children through worries, adjustments or difficult times, 20 lists of poetry to support the study of science, social studies, and language arts, lists organized by different poetic forms, question prompts to guide meaningful discussions, preparation and presentation pointers, display ideas, poetry quotes, lesson plan tips, poet birthdays, and a poetry scavenger hunt and treasure hunt for kids-all tools to help jumpstart a poetry program and keep it energized and fresh all year long. Poet Helen Frost says, "The Poetry Teacher's Book of Lists offers a mountaintop view of poetry for children and teens. Sylvia Vardell has been paying close attention to poetry for a long time, and here she compiles her vast knowledge and offers it in such a way that we can see how much is out there without feeling overwhelmed. The classics are here, along with the contemporary; beautiful language, careful craft, poignant, humorous, informative--whatever you are looking for, in your teaching or other explorations, this book will help you find it." Master poet and anthologist Lee Bennett Hopkins says, "The Poetry Teacher's Book of Lists is an incredible journey through the past, present, and future of poetry... this book is a treasure... one to refer to over and over... for years to come." From Children's Poet Laureate J. Patrick Lewis, "The Poetry Teacher's Book of Lists is sumptuous and exhaustive... a brilliant concept." Teacher Paul Hankins says, "The Poetry Teacher's Book of Lists is so comprehensive in its offerings that it includes a new book I just finished last week within its listings." Poet Pat Mora says, "Author, poetry lover, and list-maker, Dr. Sylvia Vardell has given us yet another fine resource for weaving poetry through the curriculum. Poetry needs champions, and Vardell is a steady and creative one."

Rohinton Mistry's novels are thought provoking, captivating and uniquely uncommon in subject matter. He delves into the psyche of his characters and unravels questions of identity, race, religion, nationality, ambiguity, acceptance, rejection and so much more. More importantly, his work is fertile with postcolonial themes that bring new meaning to the accepted notions of nationhood, culture, race and identity. His marginalised characters are real or realistic in every sense of the word and exude unequivocal truthfulness in their ambiguity. This book aims to investigate and articulate the voice of the minority categories of society in the works of Rohinton Mistry and their roles in the questions of postcolonial literature.