Our Sixspell program design allows the child to see his or her diagnostic test results, work on skills specific to his or her needs, and than retest to see if he or she has learned the skills. There is enough overlap built into the program that the student will get practice with the same skills many times after having learned them. The objectives of this program are to: 1) strengthen awareness of structural similarities and rules in English spelling; 2) increase student success in spelling; 3) improve student attitude in spelling; 4) develop automaticity of spelling in all written work; 5) provide a program to replace spelling texts; 6) provide a program that integrates nicely with all subject areas; that can be set up as an activity centre as part of an active learning environment. The program can be used with a whole class or individually.

Sixspell is an alternative program for teachers and students who still believe in the benefits of a daily spelling program without the use of the traditional spelling text. Research supports our program's process of direct spelling instruction 10 to 15 minutes per day; use of meaningful words; rules based on needs; and lack of benefit to student to study words he or she already knows how to spell. In addition, spelling researchers stress that children must recognize sound/symbol relationships and are able to read the words they are expected to spell before a successful spelling program can take place. The words in this program have been selected from a variety of word lists intended for Grade 3 spellers. However, there is a considerable overlap in words used for various grade levels in all marketed spelling materials. This program is also an effective re-mediation technique.

Sixspell is an alternative program for teachers and students who still believe in the benefits of a daily spelling program without the use of the traditional spelling text. Research supports: direct spelling instruction 10 to 15 minutes per day, use of meaningful words, rules based on needs, and a lack of benefit to students to study words he or she already knows how to spell. Spelling should be seen by children as an important area of study. If children see a reason for studying something, it is more meaningful to them. Therefore, spelling lists should be based on interests, integrated with other subjects. In addition, spelling researchers stress that children must recognize sound/symbol relationships and are able to read the words they are expected to spell before a successful spelling program can take place.

A Role-Playing Game of Swords, Sorcery, and Weird Fantasy

Learn how today's most successful masters of mental illusion achieve the amazing effects that have made them famous. Clark describes each trick from three perspectives: how the audience sees it; how it's done; and how to enhance the effect with good old-fashioned showmanship.

This book is an investigation into the sphere of production and use of two related bilingual magical handbooks found as part of a larger collection of magical and alchemical manuscripts around 1828 in the hills surrounding Luxor, Egypt. Both handbooks, dating to the Roman period, contain an assortment of recipes for magical rites in the Demotic and Greek language. The library which comprises these two handbooks is nowadays better known as the Theban Magical Library. The book traces the social and cultural milieu of the composers, compilers and users of the extant spells through a combination of philology, sociolinguistics and cultural analysis. To anybody working on Greco-Roman Egypt, ancient magic, and bilingualism this study is of significant importance.