(Contact Info: larry at larryblakeley.com)

Important Note: You will need to click this icon to download the free needed to view most of the images on this Web site - just a couple of clicks and you're "good to go." For reasons why - go here.

A listing and access link to all:
song lyrics and mp3 audio files http://www.royblakeley.name/larry_blakeley/songs/ (all of which are a part of this Web site) can be accessed simply by selecting the "htm" file for the song you want;

poetry http://www.royblakeley.name/larry_blakeley/poetry.htm;

quotations http://www.royblakeley.name/larry_blakeley/quotations.htm; and

essays written by Larry Blakeley http://www.royblakeley.name/larry_blakeley/articles/articles_larry_blakeley.htm,

all of which are used to tell the story in this Web site, can be accessed by going to each respective link set out above.

My son, Larry Blakeley http://www.royblakeley.name/larry_blakeley/larryblakeley_photos_jpeg.htm manages this Web site and the following Web sites:

Larry Blakeley (Contact Info: larry at larryblakeley.com)

Leslie (Blakeley) Adkins - my granddaughter

Lori Ann Blakeley (June 20, 1985 - May 4, 2005) - my granddaughter

Evan Blakeley- my grandson

Major Roy James Blakeley (December 10, 1928 - July 22, 1965) - USAF (KIA)

When I was young my dad would say
Come on son let's go out and play

No matter how hard I try
No matter how many tears I cry
No matter how many years go by
I still can't say goodbye

- "I Still Can't Say Goodbye," Performer: Chet Atkins

MP3 audio file/lyrics http://www.royblakeley.name/larry_blakeley/songs/still_cant_say_goodbye.htm

For a larger image click on the photograph.

"The RAND Reading Study Group (RRSG, 2002; http://www.rand.org/multi/achievementforall/reading/readreport.html) posits differences among readers can be attributed to one of four sources: differences between readers, differences within readers, socio-cultural differences, and group differences

Some of these factors also vary within readers, i.e., as a function of what is being read and in what context. For instance, the same reader may perform quite differently when reading a history text assigned by the teacher and when reading a self-selected novel. Motivation to read, relevant background knowledge, and degree of personal connection to the text differentiate these two reading tasks, and can influence outcomes. The reader who can maintain high motivation even when reading for other-directed purposes, who has ample background knowledge across a wide array of domains, and who has good strategies to apply when experiencing comprehension difficulties will be a good reader across various sorts of texts and tasks. Most of us, though, find we read with greater comprehension when the topic interests us, when we have considerable background knowledge to bring to bear, and when we understand the purpose and expectations for a specific reading task. The struggling adolescent reader, so familiar to teachers, very often shows a high degree of variation in reading ability, doing quite well with some materials but particularly badly with content area texts."

- "Adolescent Literacy and the Achievement Gap: What Do We Know and Where Do We Go From Here?," Catherine E. Snow & Gina Biancarosa, Harvard Graduate School of Education, Carnegie Corporation of New York, Adolescent Literacy Funders Meeting Report, May 30, 2003. http://www.all4ed.org/resources/CarnegieAdolescentLiteracyReport.pdf

Directory: http://www.royblakeley.name/larry_blakeley/articles/monthly_articles/

File Name: CarnegieAdolescentLiteracyReport.pdf

Post Date: September 13, 2004 at 11:30 AM CDT; 1630 GMT