Synopses & Reviews
Carrying a photograph of the man she is to marry but has yet to meet, young Hana Omiya arrives in San Francisco, California, in 1917, one of several hundred Japanese picture brides whose arranged marriages brought them to America in the early 1900s.
Her story is intertwined with others: her husband Taro Takeda, an Oakland shopkeeper; Kiku and her husband Henry, who reject demeaning city work to become farmers; Dr. Kaneda, a respected community leader who is destroyed by the adopted land he loves. All are caught up in the cruel turmoil of World War II, when West Coast Japanese Americans are uprooted from their homes and imprisoned in desert concentration camps. Although tragedy strikes each of them, the same spirit and strength that brought her to America enable Hana to survive.
In 1917 in Japan, Hana's family finds a Japanese man in the United States for her to marry. But is a picture and few letter enough to start a marriage?
About the Author
Professor of Education Arizona State University Dr. David Moore taught high school social students and reading in Arizona public schools before entering college teaching. He currently teaches secondary school teacher preparation courses in adolescent literacy. He co-chaired the International Reading Association's Commission on Adolescent Literacy and is actively involved with several professional associations. His twenty-five year publication record balances research reports, professional articles, book chapters, and books. Noteworthy publications include the International Reading Association position statement on adolescent literacy and the Handbook of the Reading Research chapter on secondary school reading. Recent books include Teaching Adolescents Who Struggle with Reading (2nd ed.) and Principled Practices for Adolescent Literacy. Dr. Short is a division director at the Center for Applied Linguistics (CAL) in Washington, D.C. She has worked as a teacher, trainer, researcher, and curriculum/materials developer. Her work at CAL has concentrated on the integration of language learning with content-area instruction. Through several national projects, she has conducted research and provided professional development and technical assistance to local and state education agencies across the United States. She directed the ESL Standards and Assessment Project for TESOL and co-developed the SIOP model for sheltered instruction. Professor, College of Education Temple University Dr. Michael Smith joined the ranks of college teachers after eleven years of teaching high school English. He has won awards for his teaching at both the high school and college levels. His research focuses on how experienced readers read and talk about texts, as well as what motivates adolescents' reading and writing both in and out of school. He has written eight books and monographs, including "Reading Don't Fix No Chevys": Literacy in the Lives of Young Men, for which he and his co-author received the 2003 David H. Russell Award for Distinguished Research in the Teaching of English. His writing has appeared in such journals as Communication Education, English Journal, Journal of Adolescent and Adult Literacy, Journal of Educational Research, Journal of Literacy Research, and Research in the Teaching of English. Associate Professor, Literacy Education Northern Illinois University Dr. Alfred Tatum began his career as an eighth-grade teacher, later becoming a reading specialist and discovering the power of texts to reshape the life outcomes of struggling readers. His current research focuses on the literacy development of African American adolescent males, and he provides teacher professional development to urban middle and high schools. He serves on the National Advisory Reading Committee of the National Assessment of Educational Progress (NAEP) and is active in a number of literacy organizations. In addition to his book Teaching Reading to Black Adolescent Males: Closing the Achievement Gap, he has published in journals such as Reading Research Quarterly, Journal of Adolescent and Adult Literacy, Educational Leadership, Journal of College Reading and Learning, and Principal Leadership.