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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.

Toppin, Keith. "Peer Tutoring and Paired Reading: Combining Two Powerful Techniques." The Reading Teacher 42.7(1989): 488-494. JSTOR. Web. 3 Nov 2010. This article is about how peer tutoring is effective to everyone. Studies have shown that a peer tutoring relationship is more effective than just in a classroom. It has also been effective in the adult literacy area. Cross-age tutoring is proven to be less effective than true-age tutoring. The author argues how students should consider tutoring while in school and how it is a helpful tactic to their studies.

Deasy-Spinetta, Pat. "School issues and the child with cancer." Cancer 71 (2006): n. pag. Web. 11 Nov. 2010. This article discusses how hospitals are trying to put programs together to help those children that are long term patience with the learning process. Many children are posing disabilities that need to be confronted before they are put back into a regular classroom. The article goes on to talk about that teachers need to empower parents and hospital staffs to come up with innovative ways to teacher children the curriculum that they should be learning. Children with learning disabilities are popping up more frequently and we need to take action as a society to address those issues at an early age.

Tarasiuk, Tracy J. "Combining Traditional and Contemporary Texts: Moving My English Class to the Computer Lab." Journal of Adolescent & Adult Literacy 53.7 (2010): 543-52. Academic Search Complete. Web. This article describes the changes being made by students, due to computers and other technological advances. Not all of these changes are for the better. For example, rather than reading a book, students will rely on sparknotes, instead. Are these technological advances that are being introduced to the classroom being made for positive or negative? This is the question that this article deals with and that makes the reader asks themselves

Stahmer, Aubyn C., Jessica Suhrheinrich, Sarah Reed, Cynthia Bolduc, and Laura Schreibman. "Pivotal Response Teaching in the Classroom Setting." EBSCOhost. Web. 18 Nov. 2010.\n\n- This site is about a technique for teaching Autistic children. The technique is called Pivotal Response Teaching (or PRT) and it goes into the method in depth. The article also offers suggestions for activities that would possibly interest Autistic children. It touches on all three learning types, as well. As a refresher, these three learning types are visual, auditory, and kinesthetic.\n\nTHIS SOURCE IS SCHOLARLY.

Carnahan, Christi R., Kara Hume, Laura Clarke, and Christy Borders. "Using Structured Work Systems to Promote Independence and Engagement..." EBSCOhost. Web. 18 Nov. 2010.\n\n- This site goes very in-depth into how Autistic children learn and should be taught. If you want specifics, I would look into this article. It talks about a broad range of subjects, from attention levels to the importance of classroom engagement. It shows experiments that people have run in determining learning and teaching methods that are effective. In addition, the article has a lot of pictures, so it's somewhat more interesting.\n\nTHIS SOURCE IS SCHOLARLY.

"How To Teach A Child With Autism?" About Disability. Web. 18 Nov. 2010.\n\n- This site again touches on techniques for teaching Autistic students. It first talks about the importance on environment. An environment that makes the students feel safe will assist in much better results. The site then goes on to list other categories of interest such as curriculum and approaches to take. Lastly, it talks about the importance of teacher commitment and not giving up on the students.

Conte, C. Networking the Classroom (1995): 921-44. CQ Researcher Online. Web. This article deals with ideas of how to make classrooms more technologically advanced. It discusses the changes that have been made to techonology in the past few years, and why it is a good idea to stay technologically savy in the classroom. You can see students' benefits and their opinions to being able to use techonology in their work environment.

Altschuld, James W., and David D. Kumar, eds. Evaluation of Science and Technology Education at the Dawn of a New Millennium. London: Kluwer Academic, 2002. Print. This book is about the advantages of the uses of science and technolgoy in a classroom setting. It gives responses from the defferent points of view of students and teachers. You can see what ideas in which both students and teachers agree with and which disagree with. It discusses the pros and cons behind each arguement.

Higntte, Michael, Thomas M. Margavio, and Geanie W. Margavio. "Information Literacy Assessment: Moving Beyond Computer Literacy." Rpt. in College Student Journal. 3rd ed. Vol. 43. 2009. 812-21. Web. This article describes a study in which college students were tested in a classroom setting to see if using a computer beneftied them on the exam. It shows that it is not always effective, and goes into detail about why it might not be. Techonological advances have changed the way we learn in many ways; however, this does not necessarily mean that it has been chagned in positive ways. The common misconception is that anything new and improved is always beneficial; this article shows that it's not always the case.

"Teaching Autism Students in Inclusive Classrooms." Child-Autism-Parent-Cafe. Oct.-Nov. 2010. Web. 18 Nov. 2010. - This site give strategies for teaching Autistic students in inclusive classrooms. It gives a couple strategies that have proven beneficial. For example, students should take frequent breaks for bathroom, etc. Also, visual schedules for class have been proven to be key. In addition, it touches on the idea of color-coding for visual learners.

Roscoe, Rod D., and Michellene T.H. Chi. "Understanding Tutor Learning: Knowledge-Building and Knowledge-Telling in Peer Tutors' Explanations and Questions." JSTOR. Review of Educational Resource 77.4 Dec. 2007: 534-574. Web. 18 Nov. 2010. < >< stable www.jstor.org http: > > Peer tutoring is more effective in college due to the brain being more developed. Though peer tutors have their own learning method, they take what the tutee is good at and combine it with their own way of learning. Thus having more of an effective learning style than in the classroom. This article also states that peer tutoring at all ages is effective and can only benefit the students. Tutors can help determine new learning methods for the tutees.

Yu, Angela Yan, et al. "Can Learning be Virtually Boosted? An Investigation of Online Social Networking Impacts." Computers & Education 55.4 (2010): 1494-1503. Electronic Journal Center. Web. 21 Nov. 2010. This article discusses the impact of social networking (mostly Facebook) on students who attend college or universities. It also talks about how university students are using Facebook to get feedback on educational assignments and thus are improving their web-based learning performance. It also explores the concept that social networking sites such as Facebook are helping college students become socially accepted in the university setting.

Finkel, Ed. "A Bull Market for Financial Literacy: The Great Recession compels school districts to teach dollars and sense." Journal of District Administration 46.8 (2010): 68-74. Ebsco. Web. 22 Nov. 2010. This article talks about how some schools are teaching children about finances. Some states are starting to require that a personal finance or independent living classes be taught at the high school level. The only problem with teaching these courses is finding adequate teachers. Most states want teachers to have a business background.

Journell, Wayne. "The Influence of High-Stakes Testing on High School Teachers' Willingness to Incorporate Current Political Events into the Curriculum." High School Journal 93.3 (2010): 111-25. EBSCOhost. Web. 16 Nov. 2010.\n\n\nThis is an article that researched the curriculum at 3 different high schools. Its goal was to discover how teachers were incorporating the presidential election coverage into their classes, or if they did so at all. Some teachers failed to include any current events into the classroom because it would not be tested on at the end of the year graduation tests. They focused on issues and subjects the students needed in order to pass and graduate.

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.

A film available on OhioLINK. \n\nTV and radio commercials, Web sites and banner ads, magazine ads, pop songs, photos, and even news articles and textbooks: all of them are sending messages to influence the reader/viewer/listener. How do they grab the attention? What are they selling-a product or service? a lifestyle? an ideology?-and why? Would a different media consumer interpret the message differently? This program raises more questions than it answers, which is the whole point: to prompt students to question, question, question the messages they are bombarded with daily. Savvy media consumers aren't born; they're made, and this program is an excellent tool for shaping the classroom dialogue. (35 minutes)

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.

Chandler-Olcott, Kelly, and Paula Kluth. "Why Everyone Benefits From Including Students With Autism in Literacy Classrooms." Reading Teacher 62.7 (2009): 548-557. Academic Search Complete. EBSCO. Web. 18 Nov. 2010. The autism growth rate in normal classrooms has gone up about 5%, so teachers are now more straightforward with their literacy teachings. For autistic kids to develop literacy skills, they should be placed in classrooms with people of the same age. Studies have shown that students with autism who had been placed in a normal classroom at a young age have better communication and interaction skills with others. Having autistic children in normal classrooms has also pushed teachers into further analyzing their students, and pay more attention to assignments.