A presente dissertação tem como objetivo apresentar uma leitura da peça Entertaining Mr. Sloane do dramaturgo inglês Joe Orton, investigando de que formas os artifícios literários são construídos para interromper as representações normativas sobre sexualidade e moralidade. Na obra de Orton, os comportamentos e discursos das personagens ignoram autoridades representativas de instituições que, como a família, trabalham para ratificar a noção de modos sexuais ligados à matrix heterossexual que constrói uma subjetividade configurada na equação essencialista de sexo-gênero-desejo. A investigação encontra suporte na História da Sexualidade, de Michel Foucault, e no conceito de performatividade de Judith Butler, usando a Desconstrução como uma estratégia de leitura. A estética literária nas peças de Joe Orton é alicerçada no anarquismo e na subversão como metáforas para interromper categorias convencionais de sexualidade que procuram controlar as vidas e os comportamentos humanos. Mostrando perversidade sexual pela fusão do que poderia ser ultrajante com o cômico, Joe Orton constrói um estilo único, conhecido como Ortonesco. Apesar de suas peças pertencerem ao território da comédia, são freqüentemente classificadas de acordo com estilos cômicos, ou sub-gêneros. Embora essa classificação seja muitas vezes problemática e não haja consenso entre os críticos em relação às categorias das peças, eu trato Entertaining Mr. Sloane como comédia de costumes por levar em consideração seus elementos e a definição desse estilo de comédia. Os discursos das personagens e suas ações mostram como as representações sexuais e de moralidade criam construtos sociais que prendem sexo, gênero e desejo em uma equação que deve resultar em uma identidade estável e universal. Os elementos literários mostram como esse sistema de representação é subvertido pela desestabilização de autoridades que trabalham como centro de sentido do mundo tradicional. / The present thesis aims at presenting my reading of the play Entertaining Mr. Sloane, by the English playwright Joe Orton. The analysis investigates in which ways literary artifices are constructed to disrupt normative representations of sexuality and morality, and in which ways the characters’ behaviors and discourses disregard authorities, such as that concerning the family institution, which work to maintain sexual mores embedded in Western society by a heteronormative matrix which constructs a subjectivity configured in the essentialist equation of sex-gender-desire. The investigation finds support in Michel Foucault’s The History of Sexuality, and Judith Butler’s concept of performativity, using Deconstruction as a strategy of reading. The literary aesthetics in Joe Orton’s plays is achieved by showing anarchism and subversion as a metaphor to disrupt conventional categories of sexuality which seek to control human lives and behaviors. Showing sexual perversity by fusing what could be outrageous with the comic mode, Joe Orton constructs a unique style, known as Ortonesque. Because his plays belong to comedy, they are often categorized according to the comic styles or sub-genres. However, that categorization is problematic many times, and there is no agreement from the part of many critics regarding the category of the plays. I consider Entertaining Mr. Sloane as Comedy of Manners by taking into account their elements and the literary definition of comedy style. The characters’ discourses and actions show how sexual and moral representations create social constructs that tie sex, gender and desire in an equation that must result in a stable and universal identity; and the literary elements show how that system of representation is subverted by destabilizing authorities which work as center of meaning to the Western world.

The aim of this paper was to investigate what principles and approaches can be utilized when helping dyslexic students to improve their reading skills in the English classroom. The structure of this study is narrative research synthesis which means that the paper is based on articles written by others. The results indicate that there are several approaches to make use of, such as the Orton-Gillingham approach, Phonics and Whole language. Many experts support the principle of multisensory structured learning regarding the teaching of dyslexic students. This means that students use all their senses at the same time: visual, auditory and kinaesthetic. In order to further help students improve reading skills, the teacher can create a safe and calm classroom environment to reduce stress.

The purpose of this study was to gain an in-depth understanding of student, parent and educator perceptions of the effectiveness of the Barton Reading Spelling System. Two research questions were addressed in the study: (a) what are the students’, parents’, and educators’ perceptions of BRSS? and (b) what issues influence the effectiveness of the BRSS? Findings for the first research question included (a) positive effect on spelling, (b) positive effect on decoding and print vocabulary, (c) positive effect on reading fluency, (d) positive effect on writing fluency, (e) positive effect on students’ confidence, (f) positive effect on students’ motivations to read and write, (g) positive influence on reading comprehension if comprehension problems due to decoding deficits, and (h) no effect on oral vocabulary. Findings for the second research question included (a) the methodology, layout and training of the BRSS had a positive influence; (b) tutors’ level of experience, consistency of tutoring, level of instruction, communication with others, value in the program, and relationship with the tutee had an influence; (c) student characteristics of ADHD had a negative influence; and (d) lack of tutor support, education to teachers and parents and application of skills outside of BRSS tutoring had a negative influence. Implications of the study included (a) effectiveness of the BRSS with remediating decoding issues and reading comprehension issues directly related to decoding problems; (b) need for more teacher education on remediating basic reading problems; (c) the careful selection and support of tutors for the BRSS; (d) need for communication and collaboration among all teachers, tutors, and parents of students on BRSS; and (e) need for additional studies on the BRSS in larger samples sizes and in different settings.

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