61. CS373 Phoenicians (09-1), VVR Version 2.0 phonics, Teaching reading by training beginners to associate letters with and reading Comprehension modules of the old product done by team phonemics http://www.cs.utexas.edu/users/s2s/latest/phoneme2/doc/VVR.html

Version 2.0 May 15, 2000 Project Phantom Phonemes by Team Phoenicians (09-1) Luna Afroz Valine Chang Dustin Currie Assem Hammoud John Millen Ron Shoaf Table of Contents Introduction and Overview Purpose of this Document Scope of the Development Project Definitions, Acronyms, and Abbreviations ... Additional Information 1. Introduction and Overview 1.1 Purpose of this Document The Verification and Validation Report describes the results for the testing of both the individual components within our product and for the product as a whole. 1.2 Scope of the Development Project The Phantom Phonemes product is an interactive learning tool that teaches students with severe learning disabilities basic skills in phonemics, through the use of letter, symbol, vowel and blend recognition. This semester's project will cover letter and sound recognition. Users will be trained and tested in associating audio and visual representations to the abstract concept of a letter. Since this is a continuing product a major goal is to enhance features and usability beyond its current scope, while still allowing future software development teams to add functionality that will enable a wide range of students with any disability to successfully use this product. Current Features: Word recognition. By double-clicking on a word, students hear its pronunciation and are given a multiple choice association.

62. EARLY CHILDHOOD ED TECH COURSE DESCRIPTIONS prewriting/writing, pre-reading, reading and language development. Explores the theory and role of phonics and phonemics awareness as well as http://www.starkstate.edu/catalog/ECE.html

window.defaultStatus = "EARLY CHILDHOOD ED TECH COURSES" ACADEMICS COURSE DESCRIPTIONS Admissions Registration Financial Aid EARLY CHILDHOOD ED TECH COURSES ~ Academic Programs ~ Academic Programs Home Course Descriptions My Student Access Credit Class Schedule Registration Procedure Final Exam Schedule Course Withdrawal Dates Learning Support Services INTRO EARLY CHILDHOOD ED 3 Credit Hours This course introduces the field of early childhood education and child care history, philosophies, goals, practices and professional affiliation; explores the range of prekindergarten programs, as well as examines career opportunities, qualification, and the role of the educator/caregiver. Observation and recording of infant/child behavior are also introduced. Fifteen observations hours are required. Prerequisites: * or 3 Credit Hours Studies theory and practice of instructional design and delivery for children birth to eight. Goal-setting, curriculum design, lesson planning and instructional methods based on NAEYC guidelines. Emphasis is placed on developmentally-appropriate, integrated and thematic instruction. Skill development is fostered in observing and recording behavior and evaluation/ assessment of children's needs, levels and progress. Includes use of a wide range of educational media. Fifteen field observation hours required. Prerequisites: 3 Credit Hours An examination of health and nutritional needs, issues, practices and state licensing as it relates to early childhood programs. Stress management, environmental design and working with children with special needs are addressed. Five observations hours required.

63. Reading Success Task Force Dr. Adams responded that teachers do not start with phonemics, Dr. Adams indicated that reading is not about phonics, but about understanding. http://www.azleg.state.az.us/iminute/senate/0909read.doc.htm

ARIZONA STATE LEGISLATURE READING SUCCESS TASK FORCE Minutes of the Meeting Thursday, September 9, 1999 9:30 a.m. – Senate Minority Caucus Room Members Present: Senator John Huppenthal, Chair Linda Shepperd Kay Byrd Dr. Marj Jones Pam Clark Dr. Ken Goodman Jeannie Eller Dr. Karen Sullivan-Burstein Elaine Panczak Maggie Brogan Virginia Carey Tokar Dr. Mary North Members Absent: Sheila Rogers Dr. Sharon Arthur Moore Laura Wilbur Staff: Kimberly Yee, Senate Education Research Analyst Heather Baker, Senate Assistant Research Analyst OPENING REMARKS Senator Huppenthal called the meeting of the Reading Success Task Force (Attachment A) to order at 9:30 a.m. Attendance was noted. Senator Huppenthal welcomed everyone and introduced Marilyn Jager Adams, Ph.D., Research Associate, Harvard University Graduate School of Education. He indicated Dr. Adams has been a member of several national advisory boards. PRESENTATION Dr. Adams indicated her presentation would address a fundamental topic that while underlying the Task Force’s discussions, probably has not been directly addressed, which is “The Great Debate,” (Attachment B).

64. SPRING 2000 CLASS SCHEDULE READ (UL) phonics, PAS Analysis Survey Workshop PAS Workshops 14 COMPLETE LE 7. (1) comprehend the differences among phonics, phonetics, and phonemics http://www3.baylor.edu/~Jim_Wiley/SS_02_class_schedule.htm

TENTATIVE CLASS SCHEDULE READING 3302.F1 - Professor Jim Wiley SUMMER I 2002 This tentative schedule identifies the daily assignments. In general the information as presented will be followed throughout the term; however, there may be circumstances that necessitate altering the schedule. If changes are made to the schedule, you will be notified in a timely manner. The Class Preparation section indicates activities that are to be completed prior to class. The bold READ indicates a reading assignment and the bold COMPLETE indicates an engagement activity(ies) that is/are to be completed prior to class. Learning Engagements (LE) are explained in the course syllabus but they contain information relating to the engagement activity that is to be completed prior to class. LEs are due at the beginning of a class session and checked for completeness as well as the quality of responses. In general the LEs are due daily during the summer term. Turning in an incorrect daily assignment is the same as not completing the assignment. Bolded Red font indicates test dates The Learning Objectives column provides specific objectives for the class sessions. These should assist you in your study of the information. While these are not a finite listing of the learning objectives for our study of reading, they should provide you with a focus for your study.

65. Subject Guide For English (Phonics) English language—phonemics, English language—Phonetics—Study and teaching Reader Rabbit. Learn to read with phonics preschoolkindergarten, LB1525.3. http://www.lib.ied.edu.hk/mss/subjguide/english-phonics.html

SUBJECT GUIDES English (Phonics) This subject guide is designed to help you get started in searching media resources on English (Phonics). Please ask a staff at the media resources counter if you need further assistance. Useful Call Numbers Suggested Material List Useful Subject Headings ETV Video Cassette VCD ... Teaching Kit Useful Call Numbers The followings are some of the Library of Congress classification numbers which will lead you to AV materials on English (Phonics): L Education LB Theory and practice of education Primary education Phonic method. Phonetic method Elementary or public school education Phonetic method P Language and Literature PE English language Grammar Phonology Useful Subject Headings These are some Library of Congress Subject Headings which you can use to retrieve AV materials on English (Phonics) on EdCAT , the Library on-line catalogue. Use keywords if you do not know the correct subject heading. Make sure you have limited your search to "Media Resources Collection" before you do a subject/keyword search. English language¡XPhonemics English language¡XPhonetics¡XStudy and teaching English language¡XPhonemics¡XStudy and teaching English language¡XPronunciation English language¡XPhonetics Reading¡XPhonetic method Reading (Primary) Suggested Material List ETV Phonics series: give me back my name (ETV special programmes for primary schools [prog. 1])

66. NRRF - Proper Use Of The Term, Phonics The origins of the term, phonics, provide some help in understanding what it truly means. It is apparent that the term is related to phonetics, phonemics, http://www.nrrf.org/49_proper_term.html

/*********************************************** * DOM Image Rollover II- By Adam Smith (http://www.codevendor.com) * Script featured on and available at Dynamic Drive (http://www.dynamicdrive.com) * Keep this notice intact for usage please ***********************************************/ Proper Use of the Term, Phonics by Dr. Patrick Groff Dr. Patrick Groff, Professor of Education Emeritus San Diego State University, has published over 325 books, monographs, and journal articles and is a nationally known expert in the field of reading instruction. The term, phonics, often is used improperly in an isolated manner. For example, it frequently is said that children need to learn phonics, that phonics is the best method for developing word recognition skills, or that phonics is the most important skill for decoding words. Quite obviously, phonics means different things in these statements. As a result, confusion arises about what phonics precisely means. The opponents of direct and systematic phonics teaching also pounce upon such statements, offering them as proof that those who advocate this instruction actually are so confused about the meaning of the word, phonics that their advice about it should not be trusted. The origins of the term, phonics, provide some help in understanding what it truly means. It is apparent that the term is related to phonetics, phonemics, or phonology. But it represents something more than information about speech sounds. The word, phonics, was invented to represent the manner in which we use letters to represent speech sounds. After the alphabet was invented, a need occurred for a word that referred to the relationships between how we speak words and how we spell them. Phonics satisfied that requirement.

67. Folk Programs For Schools--Justifying The Arts In The Curriculum phonemics The activities in Evo Bluestein s music and dance program for If children are to benefit from phonics (the understanding that there is a http://evobluestein.com/justify.html

Folk Programs for Schools Evo Bluestein, Director 10691 N. Madsen Avenue Clovis, CA 93611 Fresno Area (559) 297-8966 Multi-Cultural Folk Music Assembly Autoharp Inservice for Teachers contact Justifying the Arts in Curriculum Teachers and administrators are often asked to justify the arts as part of curriculum. Research shows that children learn half of everything they ever know between birth and age 5. It has been well documented that a balanced arts program greatly enhances the ways in which children succeed in all other subjects. Among the many benefits are: increased self esteem, critical reasoning, and problem solving; higher test scores; improved interpersonal skills and resourcefulness. A quality arts presentation can easily be related to specific units. The unique languages and skills of various art forms provide opportunities for processing, analyzing, and responding to sensory information. In particular, rhythym, dance, and music stimulate mental processes and develop physical coordination. A strong experience in the musical arts can help students apply what is learned and extend it to the other arts, as well as to academic subjects and even to careers. Phonemics The activities in Evo Bluestein's music and dance program for younger students, help with phonemicsthe understanding that the sounds of spoken language work together to make words. Children who have phonemic awareness skills are likely to have an easier time learning to read than children who have few or none of these skills.

68. Reading Leap into phonics WIN/MAC, www.educationalresources.com Lindamood Phoneme Program for reading, Spelling Speech; LiPS Program, www.agsnet.com http://www.patinsproject.com/reading.htm

Return to Library Catalog To locate a particular title, use the find option in your web browser to search the page. Software Website Basic Words for Children WIN/MAC www.locutour.com ABC with Hickory WIN www.kidtech.com All My Words WIN www.donjohnston.com Alphabet Express WIN/MAC www.schoolzone.com AlphaBonk Farm WIN/MAC www.worldvillage.com American Heritage Talking Dictionary WIN/MAC www.softwareoutlet.com Animal Habitats Story Kit MAC/WIN www.intellitools.com Arthur's Adventures with D.W. WIN/MAC www.learningcompanyschool.com Arthur's Computer Adventure WIN/MAC www.cdaccess.com Bailey's Book House WIN/MAC www.learningneeds.com Berenstain Bears Get in a Fight WIN/MAC www.educationalresources.com Blue's ABC Time Activities WIN/MAC www.educationalresources.com Blues Birthday Adventures WIN/MAC www.educationalresources.com www.judylynn.com Chicka Chicka Boom Boom www.educationalresources.com Choices Choices: On the Playground WIN www.educationalresources.com Clicker 4 WIN/MAC www.cricksoft.com

69. ESL MiniConference / July 2002 / Report On Lynda Franco's Endorsement Of Phonemi In promoting a prereading emphasis on phonology, Lynda Franco was not, The problem with phonics, she explained, is that students are asked to look at http://www.eslminiconf.net/july/story3.html

Submit your email, join ESL MiniConference Researcher Endorses Phonemic Awareness Model Report on Lynda Franco's NJTESOL/NJBE Workshop Lynda Franco is a researcher at the Center for Applied Linguistics and teaches applied linguistics, cross-cultural understanding and curriculum materials and development at the University of Southern Florida. She spoke at the recent NJTESOL/NJBE Summer Institute, at Fairleigh Dickinson University, in Teaneck, New Jersey. The following is a firsthand report on Lynda Franco's workshop, "What's Different About Teaching Reading to English Language Learners?" Lynda Franco started her workshop by stating that there is a significant language gap between native English-speaking kindergartners and their English Language Learner (ELL) classmates, particularly in pre-reading knowledge of vocabulary, and that this gap increases grade by grade. She stressed her belief, based on the research, that the key differences between ELLs and native English speakers are in the area of pre-reading phonology. "All children are born with the ability to produce the sounds throughout the world," she explained. "Parents encourage or discourage certain sounds, and at puberty this ability is plasticized due to physical changes." Children still have the ability to learn new sounds, according to Lynda Franco, and it is crucial that they hear the sounds before trying to read them. She outlined three kinds of contrasts between an ELL's native language and English which their pre-reading instruction ought to focus on: English sounds which don't exist in the learner's first language; sounds which don't occur in the same positions in one language as in the other; and previously unencountered combinations of sounds.

70. Today's Parent : Education - The Phonemics Phenomenon @ HighBeam Research Read Today s Parent education The phonemics Phenomenon with your FREE TRIAL @ HighBeam While the success of phonics in producing good readers is http://static.highbeam.com/t/todaysparent/october012000/educationthephonemicsphe

Library Web Executives New! ... Customer Support Question / Keyword(s): Advanced Search Current Article: education - The Phonemics Phenomenon Start T Today's Parent October 01, 2000 ... education - The Phonemics Phenomenon education - The Phonemics Phenomenon Today's Parent; October 01, 2000; Paul Kropp Paul Kropp Today's Parent October 01, 2000 The hottest new trend in reading readiness starts with "ph" - and it' s not phonics Add one extra syllable to "phonics" and see the difference it makes. Phonemic (pronounced fo-NEE awareness is the biggest new idea to hit preschool and primary-level reading since Dr. Seuss gave us that cat with a funny hat. So what's the difference? Old-style phonics is the system of "sounding out" words that gets trumpeted on TV as the cure-all for kids' reading problems. It was developed in Germany 400 years ago, and it still works reasonably well-especially in German and other languages with regular vowel and consonant sounds. Phonemic awareness is a set of

71. Eye On Education/Boston Globe Eye On Education Reports Although Massachusetts fourthgraders led the nation on a recent reading test, The 20 years dichotomy between whole language and phonics is really a http://www.eyeoneducation.tv/reports/globe_062903.html

Ed Reports home Greater Boston reports WGBH Forum Network Boston Globe Education Reports $100M Grant To Boost Mass. Reading Skills By Shari Rudavsky Although Massachusetts fourth-graders led the nation on a recent reading test, schools like Stefanik Memorial Elementary in Chicopee show how far the state still has to go to meet new federal reading standards. Only one-quarter of the students are reading at grade level at Stefanik, which hopes to benefit from a new federal grant that will provide Massachusetts with nearly $100 million over six years for literacy education. State officials say the money will ensure that all third-graders - including nonnative English speakers, those in special education, and those in poor, urban communities - will learn to read proficiently. "The philosophy is to provide kids with both the skills they need and opportunities for exposure to wonderful children's literature," said Cheryl Liebling, who heads the state's Reading First program. Nationwide, fewer than one in three fourth-graders can read at grade level. As part of the federal No Child Left Behind Act, the Reading First program doled out nearly $900 million nationwide in its first year to spur states to reach these students.

72. Education Review-a Journal Of Book Reviews Interest in phonological awareness as a mechanism of teaching reading has grown in recent Language arts teachers refer to this as teaching phonics. http://edrev.asu.edu/reviews/rev376.htm

reseñas educativas (Spanish) resenhas educativas (Portuguese) This review has been accessed times since May 12, 2005 Gillon, Gail T. (2004). Phonological Awareness: From Research to Practice . NY: Guilford Press. Pp. xiv + 270 $35 ISBN 1-57230-964-4 Reviewed by Cynthia Crosser University of Maine May 12, 2005 Phonological Awareness: From Research to Practice is intended primarily for reading specialists and speech-language therapists. Language arts teachers will find it useful if they have some training in language development and its relationship to reading and spelling. The goal of the book is to synthesize and evaluate research on phonological awareness in regard to reading and spelling development for all populations of children and to present instructional interventions to meet diverse needs. This is a very ambitious undertaking. Fortunately, Gillon, a researcher in communication disorders with extensive experience with New Zealand classrooms, is up to the challenge. The structure of the book is straightforward. Gillon begins her book with a discussion of reading theory and how it relates to phonological awareness. In the middle chapters Gillon presents the research evidence for the importance of phonological awareness in the development of reading and spelling in the general population and for children with reading difficulties. The final chapters discuss assessment and intervention for a diverse group of learners, including those who speak English as a second language.

73. ALR September / October 2000 Michael Howard interacts with four of the latest phonics multimedia software titles to Aimed at the more advanced reader who already knows phonemics, http://www.languagemagazine.com/internetedition/so2000/howardee.html

Phonics Software: Under The Microscope Michael Howard interacts with four of the latest phonics multimedia software titles to enter the language market. Phonics Mastery www.gamco.com One computer: $188.95 ea. Labs (5) $458.95 ea. Internet/sites (unlimited): $1619.95 There are three activities for students to gain experience: sound to letter, sound to picture and sound to word. Phonemes, pictures and words are displayed and followed by a voice sounding them. Students are then asked to repeat what they hear and are tested by being asked to click on pictures or letters. They are tested until they get it right. As an incentive for learners to get it right and keep at it, there is a choice of three games when a section is completed. These are great fun for kids and are just right to keep them moti- vated. Simple to use student records let you know how your students are doing and there are many options available to teachers wishing to change specific parameters in the phonemic tests. Students will not get bored of Phonics Mastery. Fair Voyage CD www.arrowinc.com

74. Imagic Programs, Reading Babies The Imagic reading Program comprises eight teaching reading methods to teach aware of the reading process and have a deeper understanding of phonemics. http://www.imagicprograms.com/imagic_reading.htm

The Imagical Power of Etymology The essential guide to help parents and teachers implement an effective, no-nonsense reading program Designed to teach reading to 3-year olds and up in a fun and easy way. Eight teaching reading methods are described in this guide, four of which I have personally developed: The COPY-WRITE TheSeussSaurus , the Imagic Reading ,and the HEAR-SAY methods. See details about the COPY-WRITE READING KIT. 79 pages Read excerpt below Please note: This guide can be purchased separately or as part of the COPY-WRITE READING KIT. From the author Imagic Reading is about the Imagic Reading Program - a collection of eight teaching reading methods based upon a sensory-motor approach. This reading program is different from any other reading program used today because it is simple for the child and it is easy for parents and teachers to implement. It is a compilation of unique and effective reading methods. The reader does not have to learn a system to help "decode" the English language. The approach is simple, it is about the child and his world, it provides repetition, challenge, variety and, most importantly, it is fun. Several of the methods described are experiential, and thus are suitable for the Montessori method of teaching.

75. Gorman Learning Center - Bringing Academic Excellence Home - Reading/Language Ar phonics and spelling; designed for older struggling readers. Scholastic Spelling (1 6); from Scholastic, Inc. - phonemics awareness, spelling and http://www2.gormanlc.com/glc/index.php/Reading__ __Language Arts Adpt 1999

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76. Phonemic Awareness - WikEd Phonemic awareness is needed not only for reading but spelling and writing also. phonemics is a sound/symbol relationship, eventually children have to http://moodle.ed.uiuc.edu/wiked/index.php/Phonemic_awareness

Phonemic awareness From WikEd edit Phonemic Awareness Due to the problems I have with wiki some things may not be cited or referenced according to APA and I apologize. These findings are not my own and I do not agree or disagree with the ideas expressed except for my own. Teresa Hibler Definitions Phonemic awareness – 1) knowing the sound/symbol relationships (McCulloch, 2001). 2) the structure not meaning of words ( Hempenstall, 2003). 3) the ability (to be aware) explicitly and segmentally of sound units smaller than the syllables ( Sensenbaugh, 1999). Phonics – sound relation for pronunciation only not spelling or precise speech also not phonemic or phonetic (McCulloch, 2001). phonics http://en.wikipedia.org/wiki/Phonics Grapheme – printed form used in correct spelling and books; letter/s that produce one sound relationship grapheme http://en.wikipedia.org/wiki/Grapheme Orthography – spelling with complete phonetics; rules for spelling, syllabication and plurals (McCulloch, 2001). ortthography http://en.wikipedia.org/wiki/Orthography Need for phonemic awareness Phonemic awareness is needed because it can determine more than IQ, vocabulary and listening comprehension, how well a child will learn to read (Sensenbaugh, 1999). Phonemic awareness is needed not only for reading but spelling and writing also. If a child has complete phonemic awareness not only should they be able read, including words they have not seen before, but also they should be able to spell correctly without memorizing. Writing is another benefit of phonemic awareness; children should be able to express their thoughts using phonemic awareness even if he has never seen the word in print before. This can give a child a great satisfaction and higher self-esteem (McCulloch, 2001).

77. Teaching Phonics - Books, Journals, Articles @ The Questia Online Library Subjects, Mentally disabled childrenEducation, PhonemicsStudy and teaching, The effects of direct phonics approach in teaching reading to six http://www.questia.com/search/teaching-phonics

Questia The World's Largest Online Library Primary Navigation Skip Home Page Search Page Read Page ... Subscribe Page Secondary Navigation Skip About Questia Subscribe Requirements ... Login Search the Library: Advanced Search Put exact phrases in quotes Search within Results by media type: Books Journals Magazines Newspapers Encyclopedia Research Topics We searched for: teaching AND phonics we found: results by media type: books: journal articles: magazine articles: newspaper articles: encyclopedia articles: books on: teaching phonics - 535 results More book Results: Handbook of Research on Teaching Literacy through the Communicative and Visual Arts Book by James Flood Shirley Brice Heath Diane Lapp ; Lawrence Erlbaum Associates, 2005 Subjects: CommunicationStudy And TeachingResearchHandbooks, Manuals, Etc HANDBOOK OF RESEARCH ON TEACHING LITERACY THROUGH THE COMMUNICATIVE AND VISUAL ARTS HANDBOOK OF RESEARCH ON TEACHING LITERACY THROUGH THE COMMUNICATIVE...Cataloging-in-Publication Data Handbook of research on teaching of literacy through the communicative... Teaching Language Arts in Middle Schools: Connecting and Communicating Book by Sharon Kingen ; Lawrence Erlbaum Associates, 2000

78. Loan Library Contents It contains three separate areas reading, the more generic area of 4.1.3.2ahs, Teach Me phonemics w/ Overlays Blends - CD Rom Mac/Win (61209) http://www.wati.org/loanlibrary/reading.html

Home Library Contents Reading Home About WATI Loan Library Materials Training Best Practices Literacy ... Contact Us Search Reading Adapted Books Spell Checkers/Study Aids Software - Reading ... Software - Math This section focuses on assistive technology applications in the academic areas. It contains three separate areas: Reading, the more generic area of Learning/Studying and Math. Back to top Reading Back to top Adapted Books At the Fire Station (60207) Slater Software Barney Bear Gets Dressed (60760) Lab Resources BookWorm (61349) AbleNet BookWorm with books (61348) AbleNet BookWorm with Keyguard (61347) AbleNet Guided Reading Kits: Hello Toes! Hello Feet! (60990) AbleNet Guided Reading Kits: If You Give a Pig a Pancake (60987) AbleNet Guided Reading Kits: Silly Sally (60989) AbleNet Guided Reading Kits: Together (60988) AbleNet On The Go (60759) Lab Resources That's Life Literature Series set 1: Friendship theme (61354) Inspiration Software NCR ATRC NA What's Going On? (60758)

79. Teaching ESL W/1 Hour A Day Of Bible Study-ONLY!!!Not Just ESL Alone@!!! Return to Index Read Next Msg phonemics awareness training provides the foundation on which phonics¡¯ instruction is built. http://www.tesall.com/resumes/index.pl?noframes;read=5

80. Epinions.com - Comments On 'Hooked On Reading!' Compare prices from across the web and read reviews from other consumers on phonics based instruction is important, and it is sad that California http://www.epinions.com/content_10176335492/show_~allcom

Join Epinions Help Sign In Books All Categories Home Media Books "Hooked on Reading!" comments Opinion Summary Hooked on Reading! by Pros: fun program, teaches phonics, comprehension and reading Cons: expensive - look on ebay for better price Return to opinion OVERALL RATING Have something to say? Write your own comment on this review! Comments on " Hooked on Reading! " (3 total) Comment Sorted by Date Written hey there... Reply to this comment by Hey there Nancy . . .err 'ned'. Reading through the reviews of this one after an 'express review' of it was published today. I always 'sort by date' and start at the bottom/oldest reviews. It is amazing how the site standards have changed over time. Definitely for the better. Well, overall I guess. Hope all has been good for you and your little readers since this review! ...tom... Often while reading a book one feels that the author would have preferred to paint rather than write; one can sense the pleasure he derives from describing a landscape or a person, as if he were painting what he is saying, because deep in his heart he would have preferred to use brushes and colors. Aug 30 '04 4:34 pm PDT I agree!

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