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Zambo, Debby M. "Using Visual Literacy to Help Adolescents Understand How Images Influence Their Lives." Teaching Exceptional Children 41.6 (2009): 60-67. Communication & Mass Media Complete. EBSCO. Web. 18 Nov. 2010. Children all over the world are greatly effected by the media because they are still learning who they are. The media images they see make them believe that is who they should be and who they should be around. This is not always the most ideal person for a young child to aspire to be. These images effect children and even-more-so effect children with disabilities who have an even harder time fitting in with other children and accepting themselves. These images show them what they are suppose to be like and who their friends should be and this is why media literacy is so important.

Craig, C.J. "Family support of the emergent literacy of children with visual impairments." Journal of Visual Impairment & Blindness 90.3 (1996): 194. Academic Search Complete. EBSCO. Web. 16 Nov. 2010. Family involvement is important when discussing children who are visually impaired. A certain home environment is needed when it comes to teaching visually impaired children. This article tells of how reading out loud, having family outings, and encouraging independent readings can help develop blind children's literacy skills. These help the children to build and better understand stories; as well as learning to "paint pictures in their heads". Finally this article provides some suggestions to parents of children who are visually impaired. Some suggestions include: Encouraging "pretend reading and writing", designating a certain spot in the home just for reading, and learn Braille alongside their children.

Hartz, Deborah. "Literacy Leaps as Blind Students Embrace Technology." The English Journal 90.2 (2000): 52-59. JSTOR. Web. 16 Nov. 2010. Deborah Hartz is a teacher, who has taught high school English at The Arizona School for the Blind in Tuscan. Hartz uses a variety of technologies to help teach her students how to read. She gives detailed descriptions on the various types of machines and tells the usefulness of each machine. Some of the technology used in the class room include Braille n' Speak, Zoom Text Extra enlargement and speaking dictionaries. Hartz gives suggestions as to classroom design, and having a library in the classroom that also aid in teaching students who are visually impaired. Hartz explains how important technology is when teaching blind students because it motivates them to want to learn to read, edit and write. She says that the invention of more technology has made it easier for people with visual impairments to access Braille books and has made Braille even more popular among students.

Johnson, L. "The braille literacy crisis for children." Journal of Visual Impairment & Blindness 90.3 (1996): 276. Academic Search Complete. EBSCO. Web. 17 Nov. 2010. Johnson makes clear that in the United States there needs to me more emphasis on teaching Braille to young students. It shows the concerns that parents, teachers, and students have about visually impaired children are no longer learning to read and write Braille. Due to the advances in technology Braille has become obsolete. This article gives the different perspectives of both teachers and parents when it comes to their children learning Braille. Finally Johnson says that he believes that there should be more of an integration of visually impaired children into regular classrooms. He also knows that this will not be easy. Although the students will benefit from being in an integrated class room, they need daily contact with a teacher who specializes in working with visually impaired student.

Steinman, Bernard A., B. J. LeJeune, and B. T. Kimbrough. "Developmental Stages of Reading Processes in Children Who Are Blind and Sighted." Journal of Visual Impairment & Blindness 100.1 (2006): 36-46. Academic Search Complete. EBSCO. Web. 19 Nov. 2010. This article puts in contrast the development of blind or sighted children learning print and Braille in relation to Chall's stage model of reading development. Chall's stage model is a model of how one should go about learning Braille. His model is broken up into three stages. The stages are: the pre-reading stage, the middle stage, and the later stage. Then these stages are broken down into six different stages. In stages one and two children can focus on the sounds of the words themselves and stages three- five Braille readers state reading texts that have different difficulty level. This article provides detailed descriptions of all six stages and how these stages relate to a child's development when it comes to print and Braille reading.