Group items tagged

Sungur, Metin, et al. "Plasma endothelin-1 and nitrate levels in Down's syndrome with complete atrioventricular septal defect-associated pulmonary hypertension: a comparison with non-Down's syndrome children." European Journal of Pediatrics 168.5 (2009): 593-597. Academic Search Complete. EBSCO. Web. 3 Nov. 2010. This article compares the rapid and aggressive development of pulmonary vascular disease of children with down syndrom with non DS patients. To do this they compared the role of plasma endothelin-1 (ET-1) and nitrate levels with complete AVSD-associated pulmonary hypertension (PH). The study included 20 patients, a mixture of boys girls, DS patients and non DS patients. They found that there was no significant difference betweent the two.

Ingraham L. Cynthia, Jean F. Andrews. "The hands and reading: What deafblind adult readers tell us." The British Journal of the Visually Impairment 28.2 (2010) : 103-138. Electronic Journal Center. Web. 3 November 2010. This article tells the story of three adults who are deaf blind and their approach to reading different types of texts. It provides analysis and interviews with each individual as they reflect on how they learned language and how to read as young children. Many deaf blind people tend to isolate themselves and remain illiterate in their home for most of their lives. However the story of these three individual is different. For them they are readers who enjoy reading for pleasure and have achieved higher levels of education because of their reading skills. These three people all used computer technology, scanners, print enlargers, and JAWS software. These people stress the importance that technology played along their journey to literacy.

Nemeth, Dezso, et al. "Learning in Autism: Implicitly Superb." PLoS ONE 7 (2010): 1-7. Academic Search Complete. EBSCO. Web. 9 Nov. 2010. Autistic people have memory and learning impairments, but recently researchers have studied how implicit learning in ASD is affected as well. ASD stands for Autism Spectrum Disorder, which includes social, motor, and communicative impairments. Implicit learning is the developing of a skill or information without consciousness to what was learned. Neurocognitive (thought) studies, and implicit cognition (unconcious influences such as knowledge) studies have received less attention. Studies have shown that children with Asberger's syndrome have better cognitive abilities that children with normal autism. Autistic children are more likely to forget the skills they have learned over the long term, but can use the results of implicit learning over a long period of time. ASD children compared to controlled show similar learning patterns in specific and general skill learning.

O'Brien, Justin, et al. "Discriminating children with autism from children with learning difficulties with an adaptation of the Short Sensory Profile." Early Child Development & Care 179.4 (2009): 383-394. Academic Search Complete. EBSCO. Web. 9 Nov. 2010. In the autistic spectrum, there are two groups of responders to sensory stimuli. One is hyper-sensitive and the other is hypo-sensitive. Autistic kids who are hyper-sesitive often have habits of flicking the ear, clapping or moving the hands in front of the eyes, and grinding the teeth. Some studies have shown that kids with autism have greater sensory symptoms than children with regular learning disabilities, although some say that they have vey similar symptoms. From the studies, autistic children showed more impairment in auditory hyper-sensitive and visual factors compared to the learning disability group or the control group.

Bruce, Barbro, Gunilla Thernlund, and Ulrika Nettelbladt. "ADHD and language impairment." European Child & Adolescent Psychiatry 15.1 (2006): 52-60. Academic Search Complete. EBSCO. Web. 8 Nov. 2010. The article gives the reader the results from a questionaire sent to the parents of children with ADHD. The results from the parents showed that children struggled communicating with others due to their symptoms. Also, the kids had problems comprehending what they read. The children then had major problems in school with reading and writing aspects. The results showed that language comprehension is related to the learning and social problems of children with ADHD.

Sutcliffe, Paul A., et al. "Effect of Attentional State on Frequency Discrimination: A Comparison of Children With ADHD On and Off Medication." Journal of Speech, Language & Hearing Research 49.5 (2006): 1072-1084. Academic Search Complete. EBSCO. Web. 8 Nov. 2010. This is journal article examines the difference between children with ADHD on and off medication. The researchers ran a test that judged the children's auditory awareness. The researchers tested both kids with ADHD and kids without ADHD. The results showed that children with ADHD performed much worse without the stimulant medication than the children without ADHD. This shows that auditory awareness can directly be influenced by the attention status of children who have ADHD.

Austin, Enca Weintraub, Meng-Jin Chen, and Joel W. Grube. "How Does Alcohol Advertising Influence Underage Drinking? The Role of Desirability, Identification, and Skepticism." jahonline.org. Journal of Adolescent Health. 30 aug. 2005. Wed. 16 Nov. 2010. This article discusses how media can be persuasive towards young adults. Media for alcohol can led to the wrong idea for theses teens. Media effects teens beliefs of alcohol by making drinking look desired. Teens are also more likely to copy their favorite or a cool character who is drinking alcohol. Media does affect the decision making process for children and teens.

"Literacy & Deaf Students." Gallaudet Research Institute (GRI). Gallaudet University, 30 Oct. 2003. Web. 16 Nov. 2010. . Gallaudet University is a Deaf university that does research within the Deaf community. This article looks at literacy of highschool deaf students.

Gira, Kathy. "Understanding and Facilitating Reading Comprehension in Children with Autism." Illinois Reading Council Journal 38.2 (2010): 27-34. Academic Search Complete. EBSCO. Web. 16 Nov. 2010. Autism is found to be four more times common in boys than girls. People diagnosed with ASD either are high functioning or low functioning. The people who are considered high functioning are categorized as having Aspergers Syndrom in the autism spectrum. People diagnosed with AS are being placed in regular classrooms because typically they have average intelligence, or above average intelligence. Children with autism have difficulties understanding important information, literal thinking styles, comprehending and thinking abstractly, and have difficulties with their organization skills. Because of their inability to think abstractly, they have a difficult time learning how to read. Autistic children don't have a great attention span, they have trouble learning the rules of grammar, and they lack the motivation to learn to read. Hyperlexia is a term used to describe some autistic people. It means they have an understanding of the pronunciation and recognition of a word, but they lack the comprehension of the meaning of the word.

"Deaf Literacy: Research Highlights." EMSTAC. Web. 16 Nov. 2010. . This is a tool that guides teachers on how to teach English to Deaf students.

Alloway, Tracy Packiam, Susan E. Gathercole, and Julian Elliott. "Examining the link between working memory behaviour and academic attainment in children with ADHD." Developmental Medicine & Child Neurology 52.7 (2010): 632-636. Academic Search Complete. EBSCO. Web. 3 Nov. 2010. This article is a study on the difference between kids with ADHD, kids with working memory difficulties and "normal" kids without ADHD or memory difficulties and their academic attainment ability. The children tested were between about eight and ten years old. They were given standardized tests to grade their literacy and numeracy. As expected, the children with ADHD and working memory difficulties had worse scores than the "normal" children. However, the results from the test allow teachers to recognize the students at risk and get them help.

Plester, Beverly, Clare Wood, and Victoria Bell. "Txt msg n school literacy: does texting and knowledge of text abbreviations adversely affect children's literacy attainment?." Literacy 42.3 (2008): 137-144. Academic Search Complete. EBSCO. Web. 3 Nov. 2010. There has been a dramatic increase in the number of children who own and use mobile phones regularly. Some of these children even prefer text messaging to actual conversation and have developed a knowledge of an abbreviated language used in text messages known as "textisms." Many studies have focused on the effects of "textisms" in the language of adults, but few have focused on children and how extreme exposure to text messaging affects their development of language. The authors strive to evaluate these effects in this article, which describes a study they performed. The first part of the study analyzed how the number of text messages sent along with the knowledge of "textisms" affect performance on a standardized test known as the Key Stage test. The second part focused on the link between the use of "textisms" and spelling and writing. From this study and the results it produced, the authors determined that, in general, there is not a connection between text messaging and poor writing and reading abilities.

Plester, Beverly, Clare Wood, and Victoria Bell. "Txt msg n school literacy: does texting and knowledge of text abbreviations adversely affect children's literacy attainment?." Literacy 42.3 (2008): 137-144. Academic Search Complete. EBSCO. Web. 3 Nov. 2010. There has been a dramatic increase in the number of children who own and use mobile phones regularly. Some of these children even prefer text messaging to actual conversation and have developed a knowledge of an abbreviated language used in text messages known as "textisms." Many studies have focused on the effects of "textisms" in the language of adults, but few have focused on children and how extreme exposure to text messaging affects their development of language. The authors strive to evaluate these effects in this article, which describes a study they performed. The first part of the study analyzed how the number of text messages sent along with the knowledge of "textisms" affect performance on a standardized test known as the Key Stage test. The second part focused on the link between the use of "textisms" and spelling and writing. From this study and the results it produced, the authors determined that, in general, there is not a connection between text messaging and poor writing and reading abilities.

Frenzel, Anne C., Reinhard Pekrun, and Thomas Goetz. "Girls and mathematics -- A "hopeless" issue? A control-value approach to gender differences in emotions towards mathematics." European Journal of Psychology of Education - EJPE (Instituto Superior de Psicologia Aplicada) 22.4 (2007): 497-514. Academic Search Complete. EBSCO. Web. 3 Nov. 2010. This article is about how girls in 5th grade understand math the same way as boys but they have more emotions about it. Girls have less enjoyment and pride compared to boys. They have more anxiety, hopelessness and shame when it comes to math. The article goes into why this is true and there are charts.

Woodall, Laura and Brenda Ziembroski. "Promoting Literacy Through Music." Songsforteaching.com. Songs for Teaching TM, 2009. Web. 3 November 2010. This article is primarily about finding confidence in writing and reading through music. It goes on to say that children are naturally wired to sounds and rhythms so at a young age it can be used to establish rhyming patterns in areas of reading and writing. Music can be a way to remember stories and learn more about the world. Repetition of songs enhances emergent literacy. The article also says music and print language are similar.

Palmer, Barbara C., Shelly J. Harshbarger, and Cindy A. Koch. "Storytelling as a Constructivist Model for Developing Language and Literacy." Journal of Poetry Therapy 14.4(2001): 199-212. OhioLINK. Web. 3 Nov. 2010. This article lists the benefits of storytelling to young children. When teachers or any adult tells children stories it increases their vocabulary and their listening and reading comprehension. Through story telling, children also learn how to construct a story. They learn what the beginnning, middle, and end are. Once theyl learn how to construct a story, they begin to learn how to write their own stories. Storytelling greatly benefits children's literacy.

Simon, Joan B, and Elena A. Savina. "Transitioning Children from Psychiatric Hospitals to Schools: The Role of the Special Educator." 2010. Education Resources Informaiton Center. Web. 3 Nov. 2010 This article is all about transitioning children from a phychiatric hospital into school and the role secial education teachers plan in that transition.

American Medical Association. "Harmful Consequences of Alcohol Use on the Brains of Children, Adolescents, and College Students." American Medical Association. Web. 3 Nov. 2010. This article by the American Medical Association talks about how television exposure has harmful effects on children and adolescents, when it comes to underage drinking. The exposure of young children, adolescents, and college students to television that had alcohol in it increases the chances of underage drinking. The damaging effects on the brains of alcohol on this age groups brains can be permanent. Television ads make drinking alcohol seem like the normal thing to do so they think its okay to do. These alcohol companies have mascots, other characters, and even slogans geared toward people who are underage.

This is a link to the listing for this book on OhioLINK. It sounds like it might be helpful to those doing research on literacy development, how we learn to read. As the description implies, this might be an easy introduction to a rather complex topic. Wolf, a professor of child development at Tufts University, integrates psychology and archaeology, linguistics and education, history and neuroscience in a truly path-breaking look at the development of the reading brain-a complicated phenomenon that Wolf seeks to chronicle from both the early history of humanity and the early stages of an individual's development ("unlike its component parts such as vision and speech... reading has no direct genetic program passing it on to future generations"). Along the way, Wolf introduces concepts like "word poverty," the situation in which children, by age five, have heard 32 million less words than their counterparts (with chilling long-term effects), and makes time for amusing and affecting anecdotes, like the only child she knew to fake a reading disorder (attempting to get back into his beloved literacy training program). Though it could probably command a book of its own, the sizable third section of the book covers the complex topic of dyslexia, explaining clearly and expertly "what happens when the brain can't learn to read." One of those rare books that synthesizes cutting edge, interdisciplinary research with the inviting tone of a curious, erudite friend (think Malcolm Gladwell), Wolf's first book for a general audience is an eye-opening winner, and deserves a wide readership. (From the description on Amazon.com.)

An opinion piece written by a mother who grants her child unlimited access to the Internet. The author says that the Internet has helped her children become more intelligent and etter able to compete in an increasingly wired world.