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Decades of reading research have improved our understanding of the ways that young children learn how to read and of the component skills that support the ongoing development of reading and reading comprehension. But while these investments have transformed reading instruction and reading outcomes for many learners, too many children are not reading at the basic level nor are they reading with understanding. The Institute of Education Sciences created the Reading for Understanding Research Initiative in 2010 to fund a set of connected projects that would enrich the theoretical frameworks that undergird efforts to improve deep comprehension and to design and test new interventions and assessments to improve reading for understanding across all grades in U.S. schools. This article describes the central themes that guided the design of the Reading for Understanding Initiative and the work underway by the six research teams funded under this program. [This paper was published in "Educational Psychology Review," v26 n3 p341-355 Sep 2014 (EJ1040797) http://dx.doi.org/10.1007/s10648-014-9278-y]

Decades of reading research have improved our understanding of the ways that young children learn how to read and of the component skills that support the ongoing development of reading and reading comprehension. But while these investments have transformed reading instruction and reading outcomes for many learners, too many children are not reading at the basic level nor are they reading with understanding. The Institute of Education Sciences created the Reading for Understanding Research Initiative in 2010 to fund a set of connected projects that would enrich the theoretical frameworks that undergird efforts to improve deep comprehension and to design and test new interventions and assessments to improve reading for understanding across all grades in U.S. schools. This article describes the central themes that guided the design of the Reading for Understanding Initiative and the work underway by the six research teams funded under this program. [This paper was published in "Educational Psychology Review," v26 n3 p341-355 Sep 2014 (EJ1040797) http://dx.doi.org/10.1007/s10648-014-9278-y]

Decades of reading research have improved our understanding of the ways that young children learn how to read and of the component skills that support the ongoing development of reading and reading comprehension. But while these investments have transformed reading instruction and reading outcomes for many learners, too many children are not reading at the basic level nor are they reading with understanding. The Institute of Education Sciences created the Reading for Understanding Research Initiative in 2010 to fund a set of connected projects that would enrich the theoretical frameworks that undergird efforts to improve deep comprehension and to design and test new interventions and assessments to improve reading for understanding across all grades in U.S. schools. This article describes the central themes that guided the design of the Reading for Understanding Initiative and the work underway by the six research teams funded under this program. [This paper was published in "Educational Psychology Review," v26 n3 p341-355 Sep 2014 (EJ1040797) http://dx.doi.org/10.1007/s10648-014-9278-y]

Decades of reading research have improved our understanding of the ways that young children learn how to read and of the component skills that support the ongoing development of reading and reading comprehension. But while these investments have transformed reading instruction and reading outcomes for many learners, too many children are not reading at the basic level nor are they reading with understanding. The Institute of Education Sciences created the Reading for Understanding Research Initiative in 2010 to fund a set of connected projects that would enrich the theoretical frameworks that undergird efforts to improve deep comprehension and to design and test new interventions and assessments to improve reading for understanding across all grades in U.S. schools. This article describes the central themes that guided the design of the Reading for Understanding Initiative and the work underway by the six research teams funded under this program. [This paper was published in "Educational Psychology Review," v26 n3 p341-355 Sep 2014 (EJ1040797) http://dx.doi.org/10.1007/s10648-014-9278-y]

For their 61st annual conference, the Association of Literacy Educators and Researchers (ALER) met in St. Petersburg, Florida. This year's conference theme was "Engaging All Readers through Explorations of Literacy, Language, and Culture," which was also used as the title for this year's "Yearbook." This "Yearbook" contains articles about innovative strategies for teachers and teacher leaders, research trends within teacher education programs, and innovative and seminal strategies for preservice teachers. Included are double-peer reviewed papers, the presidential address, and the keynote address: (1) Systems Without a Process: Know What To Do and Then Do It Well (David D. Paige); (2) Reclaiming Creative Literacy Practices (Thomas W. Bean); (3) Understanding Reasoning and Academic Language in Economics (Chang Yuan); (4) "There Might Be Words on the Screen, but it's Not the Same": Engaging Tweens in Literacy through Minecraft Book Groups (Carolyn Stufft); (5) Stranger than Nonfiction: Identifying and Modeling Text Structures in Fiction Picturebooks (Tracey S. Hodges and Sharon D. Matthews); (6) "Es Lo Que Hacemos"/It's What We Do: Translanguaging to Make Meaning During Read Alouds (Erin Greeter); (7) Research on Reader's Theater (Faida Stokes and Chase Young); (8) What DO they do all day?: Field Experiences in Literacy Coaching (Katherine Brodeur, Susan Massey, Lisa Ortmann, and Cynthia Bertelsen); (9) The Engaged Learning Model: The Impact of Digital Literacy and Problem-Based Learning on Fourth Graders' Vocabulary and General Reading Outcomes (James E. Gentry, Chris Sloan, and Robin Pate); (10) Teachers Implementing Coaching Mindsets: A Path to Literacy Leadership (Aimee Morewood, Susan Taylor, Julie Ankrum, Allison Swan Dagen, and Angela Curfman); (11) High Stakes Testing in Teacher Education: Responses and Implications (Maryann Mraz, Bob Rickelman, S. Michael Putman, Paola Pilonieta, and Jean Vintinner); (12) The Lasting Impact of a University Common Reading Program (Kristen Ferguson, Natalya Brown, and Linda Piper); (13) Honoring All of the Language Arts: A Constructivist Approach to Preservice Teachers' Classroom Observations (Delane Bender-Slack and Teresa Young); (14) Preservice Teachers' Sense of Efficacy for Literacy Instruction: Examination of an Undergraduate Delivery System (Corinne Valadez, Tomas Espinosa, Johnathan Hill, and Maureen Sullivan); (15) Cohort Participation: Impact on Personal Learning Networks (Caryssa K. Retrum, Elizabeth Alderton, Glady Van Harpen, and Stephanie Bernander); (16) Disrupting the University Curriculum: Engaging Preservice Teachers in a Study Abroad "Passport" Activity (Virginia R. Massaro, Joan A. Rhodes, and Sharon Zumbrunn); (17) "If You're Not Reading, You're Not Growing": Exploring the Reading Habits of Preservice Teachers in a Children's Literature Course (Bethanie Pletcher and Tomas Espinosa); (18) Shaping and Being Shaped: Exploring Preservice Teachers' Literacy Autobiographies (Stacey J. Korson and Connie Beckner Hodge); (19) Supporting Literacy Teaching Through Rehearsal (Nicholas Husbye); (20) Phonics and Phonemic Awareness in a Teacher Preparation Program: An Analysis of the Achievement and Perceptions of Pre-Service Teachers (Stacey Bose); (21) The Power of Family Involvement: Preparing Preservice Teachers to Understand More about the Out of School Literacy Lives and Cultures of Children (Kathryn V. Dixon, Martha M. Foote, and Juan J. Araujo with Rhonda Clark, Carol Revelle, and Tami Morton); (22) Supporting the Literacy Development of At-Risk First Time College Students through the Exploration of Language and Culture (Connie Briggs, Patricia A. Watson, and Ivan Dole); and (23) Exploring the Reading Strategy Use of EFL College Students: Tri-lingual Chinese Students Attending a University in Korea (Kay Hong-Nam and Susan Szabo). [For the Thirty-Ninth Yearbook, see ED594524.]

Intended for high school literature teachers, this book reviews research in educational psychology and reading comprehension, and outlines classroom activities for direct instruction and practice of interpretive strategies. The book cites studies which reveal that if teachers distrust students' ability to interpret literature effectively, they may dominate classroom discussion and bore students by confining them to short answers. It describes direct-teaching experiments in which students' comprehension of literature improved when they were taught to distinguish between different kinds of questions. The book discusses research in which students successfully used a set of questions to detect irony in literature, and offers another set of questions to help students understand that in fiction, they will encounter fallible narrators. The book maintains that discussions, small-group work, and other activities help students get below the surface of literature, relate it to life, and move toward independent interpretations. The book offers interpretive units constructed around three short stories, and provides checklists, reproducible handouts, and a bibliography. (MG)

Two views of the sources of poor reading comprehension are currently distinguishable in the research literature: a decoding sufficiency view and a comprehension skills view. The decoding sufficiency view argues that decoding is the only skill that must be acquired for general language comprehension. The broader, comprehension skills hypothesis argues that a deficiency in any of several basic component skills could thwart reading comprehension mastery. R. M. Golinkoff's major review of studies comparing good and poor comprehenders posited three components of comprehension: decoding, lexical access, and text organization. Research on decoding has yielded some hypotheses relating decoding speed to comprehension, but problems of study design cast some doubt on these conclusions. Research on lexical access ability indicates that poor comprehenders do not typically lack this ability; however, if cognitive overload during reading is more frequent among poor comprehenders, it is likely that lexical access functioning will deteriorate. Most clearly, text organization research has consistently shown that poor comprehenders are word-by-word readers while good comprehenders employ higher level strategies. (JL)

Two views of the sources of poor reading comprehension are currently distinguishable in the research literature: a decoding sufficiency view and a comprehension skills view. The decoding sufficiency view argues that decoding is the only skill that must be acquired for general language comprehension. The broader, comprehension skills hypothesis argues that a deficiency in any of several basic component skills could thwart reading comprehension mastery. R. M. Golinkoff's major review of studies comparing good and poor comprehenders posited three components of comprehension: decoding, lexical access, and text organization. Research on decoding has yielded some hypotheses relating decoding speed to comprehension, but problems of study design cast some doubt on these conclusions. Research on lexical access ability indicates that poor comprehenders do not typically lack this ability; however, if cognitive overload during reading is more frequent among poor comprehenders, it is likely that lexical access functioning will deteriorate. Most clearly, text organization research has consistently shown that poor comprehenders are word-by-word readers while good comprehenders employ higher level strategies. (JL)

Two views of the sources of poor reading comprehension are currently distinguishable in the research literature: a decoding sufficiency view and a comprehension skills view. The decoding sufficiency view argues that decoding is the only skill that must be acquired for general language comprehension. The broader, comprehension skills hypothesis argues that a deficiency in any of several basic component skills could thwart reading comprehension mastery. R. M. Golinkoff's major review of studies comparing good and poor comprehenders posited three components of comprehension: decoding, lexical access, and text organization. Research on decoding has yielded some hypotheses relating decoding speed to comprehension, but problems of study design cast some doubt on these conclusions. Research on lexical access ability indicates that poor comprehenders do not typically lack this ability; however, if cognitive overload during reading is more frequent among poor comprehenders, it is likely that lexical access functioning will deteriorate. Most clearly, text organization research has consistently shown that poor comprehenders are word-by-word readers while good comprehenders employ higher level strategies. (JL)

Two views of the sources of poor reading comprehension are currently distinguishable in the research literature: a decoding sufficiency view and a comprehension skills view. The decoding sufficiency view argues that decoding is the only skill that must be acquired for general language comprehension. The broader, comprehension skills hypothesis argues that a deficiency in any of several basic component skills could thwart reading comprehension mastery. R. M. Golinkoff's major review of studies comparing good and poor comprehenders posited three components of comprehension: decoding, lexical access, and text organization. Research on decoding has yielded some hypotheses relating decoding speed to comprehension, but problems of study design cast some doubt on these conclusions. Research on lexical access ability indicates that poor comprehenders do not typically lack this ability; however, if cognitive overload during reading is more frequent among poor comprehenders, it is likely that lexical access functioning will deteriorate. Most clearly, text organization research has consistently shown that poor comprehenders are word-by-word readers while good comprehenders employ higher level strategies. (JL)

Approved For Release 2000/04L RDP62-010948000500090014-0 COMMLW c M93 UMW' _ :) i In tii kJw qv 4 n c for as a : t th

Approved For Release 2000/04L RDP62-010948000500090014-0 COMMLW c M93 UMW' _ :) i In tii kJw qv 4 n c for as a : t th

Includes bibliographical references and index

Includes bibliographical references and index

The 84 entries contained in this bibliography are arranged under three headings: poetry therapy, bibliotherapy, and relevant related items. Representing books, educational journals, popular magazines, and research studies, the titles span a variety of topics, including the following: poetry therapy in psychiatric nursing, poetry programs in mental hospitals, self-discovery through poetry, poetry the healer, poetry in the therapeutic experience, metaphors and relationships, bibliotherapy and psychotherapy, literature as a therapeutic tool, facilitating human development through reading, therapy and the arts, helping children write poetry, poetry writing in a nursing home, and affective understanding and the reading of poetry. (MAI)

This paper represents the third installment of the Reading for Understanding (RfU) assessment framework. This paper builds upon the two prior installments (Sabatini & O'Reilly, 2013; Sabatini, O'Reilly, & Deane, 2013) by discussing the role of performance moderators in the test design and how scenario-based assessment can be used as a tool for assessment delivery. Performance moderators are characteristics of students that impact reading performance but are not considered a part of the reading construct. These include (a) background and prior knowledge, (b) metacognitive and self-regulatory strategies and behavior, (c) reading strategies, and (d) student motivation and engagement. In this paper, we argue there is added value in incorporating performance moderators into a reading test design. We characterize added value with respect to the validity of the claims derived from test scores, the interpretation of the test scores, and the relevance to instruction. As a second aim, we present a case for using scenario-based assessments and how they can be used to integrate into the test design both the performance moderators as well as other features that make the assessment more instructionally relevant.

This paper represents the third installment of the Reading for Understanding (RfU) assessment framework. This paper builds upon the two prior installments (Sabatini & O'Reilly, 2013; Sabatini, O'Reilly, & Deane, 2013) by discussing the role of performance moderators in the test design and how scenario-based assessment can be used as a tool for assessment delivery. Performance moderators are characteristics of students that impact reading performance but are not considered a part of the reading construct. These include (a) background and prior knowledge, (b) metacognitive and self-regulatory strategies and behavior, (c) reading strategies, and (d) student motivation and engagement. In this paper, we argue there is added value in incorporating performance moderators into a reading test design. We characterize added value with respect to the validity of the claims derived from test scores, the interpretation of the test scores, and the relevance to instruction. As a second aim, we present a case for using scenario-based assessments and how they can be used to integrate into the test design both the performance moderators as well as other features that make the assessment more instructionally relevant.

This paper represents the third installment of the Reading for Understanding (RfU) assessment framework. This paper builds upon the two prior installments (Sabatini & O'Reilly, 2013; Sabatini, O'Reilly, & Deane, 2013) by discussing the role of performance moderators in the test design and how scenario-based assessment can be used as a tool for assessment delivery. Performance moderators are characteristics of students that impact reading performance but are not considered a part of the reading construct. These include (a) background and prior knowledge, (b) metacognitive and self-regulatory strategies and behavior, (c) reading strategies, and (d) student motivation and engagement. In this paper, we argue there is added value in incorporating performance moderators into a reading test design. We characterize added value with respect to the validity of the claims derived from test scores, the interpretation of the test scores, and the relevance to instruction. As a second aim, we present a case for using scenario-based assessments and how they can be used to integrate into the test design both the performance moderators as well as other features that make the assessment more instructionally relevant.

Letter Concerning Toleration by John Locke was originally published in 1689. Its initial publication was in Latin, though it was immediately translated into other languages. In this "letter" addressed to an anonymous "Honored Sir" (actually Locke's close friend Philip von Limborch, who published it without Locke's knowledge) Locke argues for a new understanding of the relationship between religion and government. One of the founders of Empiricism, Locke develops a philosophy that is contrary to the one expressed by Thomas Hobbes in Leviathan, primarily because it supports toleration for various Christian denominations. Locke's work appeared amidst a fear that Catholicism might be taking over England, and responds to the problem of religion and government by proposing toleration as the answer. Unlike Hobbes, who saw uniformity of religion as the key to a well-functioning civil society, Locke argues that more religious groups actually prevent civil unrest. Locke argues that civil unrest results from confrontations caused by any magistrate's attempt to prevent different religions from being practiced, rather than tolerating their proliferation. Locke's primary goal is to "distinguish exactly the business of civil government from that of religion." He makes use of extensive argument from analogy to accomplish his goal, and relies on several key points. The thing that he wants to persuade the reader of is that government is instituted to promote external interests, relating to life, liberty, and the general welfare, while the church exists to promote internal interests, i.e., salvation. The two serve separate functions, and so, must be considered to be separate institutions. (Summary from Wikipedia)

The <em>Two Treatises of Civil Government</em> is a work of political philosophy published anonymously in 1689 by John Locke. The <em>First Treatise</em> is an extended attack on Sir Robert Filmer's <em>Patriarcha</em>, which argued for a divinely-ordained, hereditary, absolute monarchy. The more influential <em>Second Treatise</em> outlines a theory of civil society based on natural rights and contract theory. Locke begins by describing the "state of nature," and goes on to explain the hypothetical rise of property and civilization, asserting that the only legitimate governments are those which have the consent of the people.<br /><br />Locke's ideas heavily influenced both the American and French Revolutions. His notions of people's rights and the role of civil government provided strong support for the intellectual movements of both revolutions. (Summary adapted from Wikipedia)

3Red Planet

By William John Locke

Set during WWI in England, The Red Planet is a rich tale about the life in a little English town from the point of view of Major Duncan Meredyth, a disabled veteran of the Boer Wars. As he struggles to keep his life and the lives of those he cares for in harmony, he must also shelter a dark secret regarding one of the village's favorite sons. <br><br>The Red Planet was the third bestselling novel in the United States for 1917. <br> (Summary by Miss Stav)

4Fortunate Youth

By William John Locke

Paul is a poor boy who grew up in London, in the household of his mother and stepfather. His journey to greatness is the subject of our story. But his desired success comes at a very high price. (Summary by Stav Nisser)

5Astounding Stories 03, March 1930

By Ray Cummings, A. T. Locke, Captain S. P. Meek, R. J. Robbins, Will Smith and Sewell Peaslee Wright

This is the third issue of the classic science fiction Astounding Magazine. It contains the opening chapters of a 4 part serialized novel by Ray Cummings, and stories by the prolific Capt. S. P. Meek, Will Smith and R. J. Robbins, Sewell Peaslee Wright and A. T. Locke. (Summary by Alan Winterrowd)

6Essay Concerning Humane Understanding Book I

By John Locke

John Locke's essays on human understanding answers the question “What gives rise to ideas in our minds?”. In the first book Locke refutes the notion of innate ideas and argues against a number of propositions that rationalists offer as universally accepted truth. In the second book Locke elaborates the role played by sensation, reflection, perception and retention in giving rise to simple ideas. Then he elaborates on how different modes, substances and relations of simple ideas (of the same kind) give rise to complex ideas v.g. space, time, infinity etc. Finally he discusses complex ideas of mixed modes which arise from a combination of simple ideas of different kinds v.g. identity and diversity, cause and effect, etc. (Summary by bala) </p> Prooflistening for this project was done by <a href="librivox.org/reader/7848">bala</a> and <a href="librivox.org/reader/6924">Rapunzelina</a>

7Beloved Vagabond

By William John Locke

The vagabond, Paragot, a truly eccentric bohemian and a wandering scholar with a mysterious past, adopts a London street urchin (whom he calls Asticot) by purchasing him from his mother for half a crown. Paragot leads Asticot on various adventures through 19th century Europe, eventually arriving in Paris. Here Paragot’s dark romantic past begins to catch up with him. (Summary by Simon Evers)

8Morals of Marcus Ordeyne

By William John Locke

Marcus Ordeyne is a middle aged bachelor schoolmaster who has inherited both money and a title and thus is able to lead a life of leisure. One day, he encounters a young girl in a London park who has escaped from a Turkish harem and has come to London for an arranged marriage; however, her rescuer has unexpectedly died, leaving her destitute. Not knowing what else to do, Sir Marcus takes her to his home – with unexpected consequences. (Summary by Simon Evers)

9Simon the Jester

By William John Locke

Simon de Gex, a wealthy and successful MP, is diagnosed with a terminal illness and decides to use his last few months using his wealth and influence to do good. In particular, he determines to guide his protégé and friend, Dale, away from an unfortunate relationship with Lola Brandt, a lady with an unsuitably colourful background.<br /><br />The book follows what happens to Simon in his quest – and also what further happens when an operation unexpectedly restores his health.<br /><br />(Summary by Simon Evers)

An English country home during a house party becomes the scene of a double mystery. One of the three detectives employed on the case is a woman whose common sense, calm, and plain logic are skillfully employed in straightening the tangle. - NY Times Book Review, Aug 16, 1914.

11Septimus

By William John Locke

The book concerns the tangled lives of four people: Zora, a young widow who seeks some purpose in her life; Septimus Dix, an other-wordly but kind-hearted inventor of hopeless things; Clem Sypher, a larger than life businessman who is convinced his quack remedy will save the world; and Emmy, Zora’s younger sister, a rather flighty actress. (Summary by Simon Evers)

John Locke wrote four essays on human (or humane) understanding. Here are a few quotes from the book: <br /><br />"I see no reason to believe, that the soul thinks before the senses have furnished it with ideas to think on. The dreams of sleeping men are, as I take it, all made up of the waking man's ideas, though for the most part oddly put together. Can the soul think, and not the man, or a man think, and not be conscious of it? Suppose the soul of Castor separated, during his sleep, from his body, to think apart. Let us suppose too, that it chooses for its scene of thinking the body of another man, v. g. Pollux, who is sleeping without a soul. Nobody can imagine that his soul can think, or move a body at Oxford, whilst he is at London. The question is, whether if the same substance which thinks, be changed, it can be the same person; or, remaining the same, it can be different persons? Whiteness and coldness are no more in snow than pain is."<br /><br />John Locke wrote four essays on human (or humane) understanding. The first and second have been recorded into LibriVox. <i>This recording is a repetition of the second of Locke's Essays</i>. All of his essays were, and are, very influential. Edward Stillingfleet 1635-1699 (Bishop of Worcester) wrote a Critique of Locke’s ideas and many letters to him. Locke’s Essays inspired Gottfried Leibniz (1646-1716) to write his New Essays Concerning Human Understanding and Victor Cousin analyzed all four books in his 1834 Elements of Psychology. - Summary by Craig Campbell

13Essay Concerning Human Understanding Book III

By John Locke

This is the third book of John Locke's Essay on Human Understanding. Book I was Neither Principles Nor Ideas Are Innate. Book II was Of Ideas and Book III is Of Words. Locke is writing about the ideas we have in our minds and the things they are to represent. What does it mean to define a thing? What is an abstract idea? What is motion? What is essential to me as an individual? What would an Englishman born in Jamaica think about ice when he went to England for the first time? What is a concrete term? Locke tackles many such questions in this third book. Book IV is Of Knowledge and Probability. - Summary by Craig Campbell

14Joyous Adventures of Aristide Pujol

By William John Locke

This 1912 collection of short stories is of lighthearted adventures of an irresponsible -- and irrepressible -- Frenchman in England and Paris. The author (1863-1930) was a popular British novelist, dramatist, and playwright, known especially for his short stories. Several of his works were made into London and Broadway stage plays as well as motion pictures (starring Mary Pickford, Judi Dench, Maggie Smith and more). - Summary by Wikipedia and David Wales

15Jaffery

By William John Locke

The book follows the lives of Hilary, the narrator, and three of his friends whom he met at Cambridge. One soon dies - another (Adrian) writes a hugely successful novel and marries Doria. Jaffery is a larger than life character who falls in love with Doria at first sight. Also in the story are Liosha, a fiery Albanian widow rescued from a life of servitude partly by Jaffery’s intervention, and Barbara, the steadfast wife of Hilary. Their lives change and the story develops as Adrian struggles to write his second novel. (Summary by Simon Evers)

16Essay Concerning Human Understanding Book IV

By John Locke

This is the fourth book of John Locke's Essay Concerning Human Understanding. His book deals with knowledge and probability. He asks how far knowledge can go, if there are universal propositions, what are judgment and probability and deals with faith, reason and enthusiasm. - Summary by Soupy

17Wonderful Year

By William John Locke

Martin Overshaw and Corinna Hastings are leading dull and unproductive lives in Paris, having fled humdrum England. They fall in with Fortinbras, who calls himself a Marchand de Bonheur. He predicts a bright future for them and suggests they set out on a journey through France together. The book follows their adventure which turns out to be far more complicated than it might at first seem. They meet a variety of characters on the way and the looming threat of the First World War overshadows the second half of the book, which nonetheless ends happily for all concerned.

18Rough Road

By William John Locke

The book tells the story of "Doggie" Trevor, who, having been wrapped in cotton wool since babyhood, becomes a snobbish rich dilettante. All this changes as World War I begins and Doggie takes a commission in the Army – with near disastrous results. However, he takes stock of his life and later signs on as a simple English Tommy. He fights in France alongside his friends and the book tells of his improving fortunes, his engagement to equally snobbish Peggy, and his adventures amidst the horrors of life in the trenches – and the unexpected consequences, as he travels the rough road to a happy conclusion. - Summary by Simon Evers

19Mountebank

By William John Locke

Andrew Lackaday, an English orphan, was born and brought up in a French circus. He becomes a highly skilled mimic and juggler. He plies his trade all round the country in company with his assistant Elodie, a Marseillaise. The Great War comes and he excels himself as a soldier, ending up as a Brigadier General. After the war, he has no option but to return to his old profession only to find that everything has changed post war. The book follows his changing fortunes. - Summary by Simon Evers

20Where Love Is

By William John Locke

Norma Hardacre is a member of smart London society. She finds herself irresistibly drawn to a penniless artist named Jimmie Padgate. However, she gets engaged to Morland King, a wealthy man who sees her as a convenient trophy wife as he furthers his career. Morland (who is also a close friend of Jimmie’s) is hiding a dark secret. Meanwhile, Jimmie, who is hopelessly in love with Norma, starts to become a rising star - but then his reputation is suddenly smashed . . . - Summary by Simon Evers

21Glory of Clementina Wing

By William John Locke

The book follows the adventures of two main characters - Clementina Wing, a talented artist in her mid 30's with no social graces and Ephraim Quixtus, an older bookish gentleman whose quiet life is abruptly changed for the worse one day. Although the two know each other, a later surprising event brings them together.- Summary by Simon Evers

Traces the origins of the abolitionist movement in the North American colonies of the British Empire through the American Revolution, to the abolitionists' successful campaign to end the slave trade. - Summary by progressingamerica

Mark Brandon, a writer from Australia is in England to visit an old friend, Sir Quenton Rotherdene. However, while walking across the Downs on his way there, he sees a mysterious woman and then finds a murder victim with a moonflower clasped in his hand. More mysterious happenings, shocks and surprises ensue! - Summary by J M Smallheer

24Tale of Triona

By William John Locke

Olivia is a newly orphaned young woman looking for adventure and excitement. She rents out her house to Blaise Olifant whose friend Alexis Triona soon moves in to stay with him. Olivia moves to London and enjoys life in London society before she meets Triona again. Triona writes a book about his rather mysterious past experiences which is an instant bestseller. The book follows their relationship and the strange and totally unexpected path it takes. (Summary by Simon Evers)

25House of Baltazar

By William John Locke

Twenty years ago, John Balthazar, a notable and brilliant Cambridge mathematician, left England abruptly as he found himself falling in love with a woman who was not his wife. No one hears from him for 20 years and it's assumed he's dead. He travels to China where he steeps himself in the culture and returns incognito 20 years later with his Chinese pupil, Quong Ho. They live in a remote farmhouse where he stays in blissful ignorance of the events of the First World War until a German zeppelin crashes nearby and blows up his house. Abruptly brought back to the reality of life in 1916, Baltazar finds that his wife has long since died but has left a son (a soldier) he did not know existed, who has coincidentally met his former love in a nursing home. The second half of the book picks up the story from there. (Summary by Simon Evers)

26White Dove

By William John Locke

Sylvester Lanyon, a doctor, is mourning the early death of his wife. His young daughter Dorothy is living with his father, Matthew, also a widower, in a large country house. While visiting his father, Sylvester takes up with Ella, a childhood friend. While tending a dying friend, Sylvester discovers a secret about him which turns his world upside down. He abruptly decides to move to London to continue his researches there, leaving Ella and his daughter behind. <br> Also moving to London, Ella meets Roderick, another friend of Sylvester’s, and the story continues from there as the lives of the three become bound up together. - Summary by Simon Evers

27Stella Maris

By William John Locke

Stellamaris is a young paralysed girl who is confined to a bed in the Channel House overlooking the English Channel. She is cared for by her elderly uncle and aunt, Sir Oliver and Lady Blount and is often visited by two young men, John Risca, a journalist, and Walter Herold, an actor, who regularly visit the house from London and who entertain her by weaving fantasies around an imaginary castle and land. <br> After some time, Stellamaris starts to recover the use of her limbs and the book tells the story of the changing relationships between her, John and Herold as well as Unity, a young girl who John rescues from the grimmest of circumstances, as their fortunes twist and turn. - Summary by Simon Evers

28Moon Hoax

By Richard Adams Locke

This hoax, subtitled “A Discovery that the Moon Has a Vast Population of Human Beings,” was originally serialized in 1835 in the <i>New York Sun</i> newspaper. It purported itself to be a true account that had been published in the <i>Edinburgh Journal of Science</i>. Sir John Herschel, a well-known astronomer at the time, was credited with authorship. <br><br> Herschel’s telescope, according to the story, was able to see man-bats and other animals, as well as a variety of geographical features, on the surface of the moon. The article was published at a time when newspapers were read as much for entertainment as for news. It was not uncovered as a hoax until weeks after its publication, and the paper never printed a retraction. - Summary by Verla Viera

29Viviette

By William John Locke

Viviette is a headstrong young girl who is pursued by two brothers: Austin, a headstrong man of the world and a barrister in London, and Dick, who is much quieter and who has remained at the family home to look after the estate and his mother. <br> This short story follows the twists and turns of the relationships of the three, leading to a surprising ending. - Summary by Simon Evers

30Idols

By William John Locke

The novel centres around four people: Gerard and Irene Merriam, their inseparable friend Hugh Colman who once saved Gerard’s life, and Minna, a Jewess. Minna throws common sense and caution to the winds in order to ensure her inheritance and the lives of all four become inextricably bound up in a story of love and ultimate tragedy. (Summary by Simon Evers)

31At the Gate of Samaria

By William John Locke

The novel is set in the 1890’s. Clytie Davenant is a headstrong young woman who escapes from the stultifying country life of her family to move to London and work as an artist. There she shares a studio off the King’s Road and enjoys the bohemian society and company of the people she meets. However, she plunges into an unwise marriage and the book (the author’s first) shows the constraints on women’s individuality at the time, and in particular the difficult position of married women in late Victorian society. - Summary by Simon Evers

32Study in Shadows

By William John Locke

Among the mixture of people spending the summer in a pension (boarding house) in Geneva are Felicia, a 20-year-old, and Katherine (30) who become good friends. Another person in the pension is Mr. Chetwynd, an elderly gentleman, whose handsome son Raine comes from Oxford to visit him – and causes a stir in the company, particularly with Felicia and Katherine who both fall for him. The book follows the developing relationships between these main characters. (Summary by Simon Evers)