WISE OWL Polysyllables is an innovative tool for increasing the reading levels of young children. The program is appropriate for any student from first grade and up who has successfully completed a basic phonics program teaching the 44 English speech sounds and the major spelling patterns that represent those sounds in written English. The program focuses on developing the students ability to decode and understand multisyllabic words. It has also proven effective with older students who need help in improving there reading skills.
This book will tell all you need to know about British English spelling. It's a reference work intended for anyone interested in the English language, especially those who teach it, whatever the age or mother tongue of their students. It will be particularly useful to those wishing to produce well-designed materials for teaching initial literacy via phonics, for teaching English as a foreign or second language, and for teacher training. English spelling is notoriously complicated and difficult to learn; it is correctly described as much less regular and predictable than any other alphabetic orthography. However, there is more regularity in the English spelling system than is generally appreciated. This book provides, for the first time, a thorough account of the whole complex system. It does so by describing how phonemes relate to graphemes and vice versa. It enables searches for particular words, so that one can easily find, not the meanings or pronunciations of words, but the other words with which those with unusual phoneme-grapheme/grapheme-phoneme correspondences keep company. Other unique features of this book include teacher-friendly lists of correspondences and various regularities not described by previous authorities, for example the strong tendency for the letter-name vowel phonemes (the names of the letters ) to be spelt with those single letters in non-final syllables.
It is a little known fact that reading was taught by means of spelling for over 200 years. Today the impact of spelling on reading achievement is not as well appreciated as it once was. The late Dr. Ronald P. Carver did extensive research into the causal relationships between spelling instruction and reading ability. Carver concluded, "One very important way to learn how to pronounce more words accurately is sometimes overlooked, that is, learning to spell more words accurately." (Causes of High and Low Reading Achievement, p. 178). He also notes that "spelling was used to teach reading for almost 200 years, but by the beginning of the 20th century, the tide had so turned that learning to spell was largely seen as incidental to learning to read." Quoting C. A. Perfetti, Carver observed, "practice at spelling should help reading more than practice of reading helps spelling." (p. 179. In June of 2004 Miss Geraldine Rodgers sent me her essay, "Why Noah Webster's Way Was the Right Way." She argued from the history of reading and the psychology of reading that Webster's spelling book method of teaching reading and spelling was superior to all other methods. I was surprised to learn that that Webster, in his 1828 American Dictionary of the English Language, defined a Spelling Book as, " A book for teaching children to spell and read." He also wrote under the entry, Spelling, "To tell the name of letters of a word, with a proper division of syllables, for the purpose of learning the pronunciation. In this manner children learn to read by first spelling the words." You can see that Webster was quite clear about the dual purpose of the spelling books in his day. You can imagine my surprise at the improvement I began to get with my tutoring students when they started working through Webster's Spelling Book. I decided to type up my own edition to use in my private tutoring and my tutoring work at the Odessa Christian School in Odessa, TX, where I teach remedial reading and Spanish. In this edition, I have retained everything in the original 1908 (descendant from the 1829 edition). The only differences relate to formatting. I chose to list the words in rows instead of columns. I also allow the words to divide at the ends of lines. I have found that this works fine for all students. We are teaching students to read and spell by syllables and not by word shapes or context. When reading and spelling are taught by the Spelling Book Method, all guessing at words from shape or context is completely eliminated. The student's total focus is on pronouncing the words correctly, high levels of comprehension are a natural result.
The Blend Phonics Timed Fluency Drills are designed to boost students reading abilities by helping them increase their reading fluency (speed plus accuracy). The drills follow the instructional sequence in Hazel Loring's Reading Made Easy with Blend Phonics for First Grade. The drills are especially helpful for children diagnosed with dyslexia because they strengthen the students' word decoding skills. The drills are extremely easy to use. All the information necessary to teach the drills successflly is in the book.
Reading Made Easy with Blend Phonics for First Grade was first published in 1980 by Hazel Logan Loring, who had taught it for many years in her first grade classes. It features instruction in directional guidance, which helps prevent reversals in reading. It has also proven very valuable in helping older students with reading problems. The accompanying Blend Phonics Fluency Drills were written by Mr. Donald L. Potter to help students to develop high levels of decoding fluency (accuracy and speed). The Fluency Drills have proven particularly valuable in helping struggling readers to overcome the whole-word guessing habit and improve reading efficiency.
A brilliant debut from 'one of the most original new voices of Latin American literature' (Mario Vargas Llosa) 'For anyone who has read the entire works of Gabriel García Márquez, The Informers is a thrilling new discovery' Colm Toibin, Guardian 'One of this year's outstanding books' Financial Times When Gabriel Santoro publishes his first book, a biography of a Jewish family friend who fled Germany for Colombia shortly before World War Two, it never occurs to him that his father will write a devastating review in a national newspaper. Why does he attack him so viciously? Do the pages of his book unwittingly hide some dangerous secret? As Gabriel sets out to discover what lies behind his father's anger, he finds himself undertaking an examination of the guilt and complicity at the heart of Colombian society, as one treacherous act perpetrated in those dark days returns with a vengeance half a century later.
This early work by G. K. Chesterton was originally published in 1903. Gilbert Keith Chesterton was born in London in 1874. 'All is Grist' is a collection of essays. He studied at the Slade School of Art, and upon graduating began to work as a freelance journalist. Over the course of his life, his literary output was incredibly diverse and highly prolific, ranging from philosophy and ontology to art criticism and detective fiction. However, he is probably best-remembered for his Christian apologetics, most notably in Orthodoxy (1908) and The Everlasting Man (1925). We are republishing these classic works in affordable, high quality, modern editions, using the original text and artwork.
This work has been selected by scholars as being culturally important and is part of the knowledge base of civilization as we know it. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. To ensure a quality reading experience, this work has been proofread and republished using a format that seamlessly blends the original graphical elements with text in an easy-to-read typeface. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
In a culture where the supernatural possessed an immediacy now strange to us, magic was of great importance both in the literary mythic tradition and in ritual practice. In this book, Daniel Ogden presents 300 texts in new translations, along with brief but explicit commentaries. Authors include the well known (Sophocles, Herodotus, Plato, Aristotle, Virgil, Pliny) and the less familiar, and extend across the whole of Graeco-Roman antiquity.
