When Sarie's teacher says, "Children, take out your reading books," a sick feeling grips Sarie. The words trip up her tongue and she stutters and stammers, making the children in the back row giggle. But there are two people who sympathise: her schoolfriend Emile, and Ou Missus, the old lady living over the veld. One Sunday, Sarie comes across an old copy of Cinderella and begs Ou Missus to read it to her, Ou Missus says, "No - we will read it together." Sarie's confidence grows, until the day comes when the school principal says to Sarie, "You read beautifully!"
"synopsis" may belong to another edition of this title.
NIKI DALY was born in Cape Town where he studied art and design. He came to England in 1970 to write and record songs, then started work as a graphic designer, illustrator and design teacher. In 1978, his first book The Little Girl Who Lived Down the Road, won a British Council Illustration Award. Since 1980 he has lived in South Africa teaching, illustrating, composing and recording. Niki lives in Mowbray, Cape Town with his wife, the illustrator Jude Daly, and their two sons.
Kindergarten-Grade 3-The long walk to school under the hot South African sky doesn't bother Sarie at all. It's the destination that troubles her, or more precisely, the classmates who giggle when she tries to read aloud and who later taunt her. On Sundays, she escapes to Auntie Anna's rusty, old car, and while Sarie pretends to drive, the two swap stories. When the child unearths a book from a crevice in the back seat, she reads it with the help of her aunt. Sarie thoroughly enjoys the Cinderella story, which Daly peoples with characters from the girl's life, a technique that portrays her connection to this reading experience with economy and style. Although Sarie continues to struggle in school, she has gained the self-assurance to carry on. The cycle of skill and confidence is set in motion, ultimately impacting her class performance. The author is as adept at conveying the anxiety that accompanies failure as he is at depicting the pride felt with success. Sarie tries envisioning the words in the school text as they appear when she's with her aunt: "-lots of friendly letters holding hands to form words that danced and sang together." The realistic watercolors contrast the shimmering vitality of the sun, Sarie, and Auntie Anna with the dusty earth and lackluster classmates. Endpapers of swirling letters suggest the story's theme. Those who pause long enough may see a message; readers at any stage will appreciate the struggle.
Wendy Lukehart, Washington DC Public Library
Copyright 2003 Reed Business Information, Inc.
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