Group items tagged

Bottorf, Edna A. "A Study Comparing Art Abilities and General Intelligence of College Students." Journal of Educational Psychology 37.7 (1946): 398-426. OhioLINK. Web 3 Nov. 2010. This article discusses the connection between intelligence and artistic ability. It is essentially an overview of psychological studies investigating the same topic. The study involved various IQ tests and analysis of artistic ability. The studies were conducted at several schools of varying age groups. Bottorf examines the results and how they prove and disprove that the two areas are related.

Bottorf, Edna A. "A Study Comparing Art Abilities and General Intelligence of College Students." Journal of Educational Psychology 37.7 (1946): 398-426. OhioLINK. Web 3 Nov. 2010. This article discusses the connection between intelligence and artistic ability. It is essentially an overview of psychological studies investigating the same topic. The study involved various IQ tests and analysis of artistic ability. The studies were conducted at several schools of varying age groups. Bottorf examines the results and how they prove and disprove that the two areas are related.

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.

Costello-Dougherty, Malaika. "News Literacy: How to Teach Students to Search Smart." Edutopia. Apr. 2010. Web. 14 Nov. 2010 . \n
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This article is tageted towards english teachers. It notes that the ability to distinguish good news from biased news is critcal for students to do research. She says that some news like in the Onion may look convincing, but it is slanted and biased and not as clear news as the New York Times. She gives advice to tell students how to determine what is fact and was is not when reading and reseraching the news.

Rowlands, Gillian. "Health Literacy and Long-Term Conditions" Primary Health Care 19.7 (Sept 2009): 16-20. Web. 24 Nov 2010. This article talks about the importance of one's ability to understand the health information that is given to them. This is information is important for people when making decisions regarding their health. There is also a case study about a middle aged man and how his health literacy affects his health. This article also states what can be done to improve an individual's health literacy.

Hanushek, Eric A., John F. Kain, Jacob M. Markman, and Steven G. Rivkin. "Does Peer Ability Affect Student Achievement?" JSTOR. Journal of Applied Econometrics, Sept.-Oct. 2003: 527-544. Web. 18 Nov. 2010. . This article is about the analysis of peer tutoring. The peer interaction of student tutoring shows that the one on one attention helps the tutee pay attention more. In college, the distractions of a roommate are gone and the student can concentrate on their studies. Peer groups have a positive effect as well with more participation if the student does not feel comfortable speaking in class. Peer groups and peer tutoring also help with parents minds as they know their child is getting more help.

The purpose of this study was to assess the health literacy levels, and the potential importance of healthy literacy, of college students. Ickes, Melinda J., and Randall Cottrell. "Health Literacy in College Students." Journal of American College Health 58.5 (2010): 491-498. Academic Search Complete. EBSCO. Web. 17 Nov. 2010.

Ickes, Melinda, Randall Cottrell. "Health Literacy in College Students." Journal of American College Health 58.5 (Mar/Apr2010): 491-8. Academic Search Complete. EBSCO. Web. 18 Nov. 2010. This article is about a study done on college students to test their health literacy. The study tested students ability to recognize and understand health terms and labels.

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.

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.

Marcoux, Elizabeth. "Achieving Teaching and Learning Excellence With Technology." Teacher Librarian 37.2 (2009): 14-22. Academic Search Complete. Web. This article deals with the idea of enhancing the ability to learn and comrehend teachers by using technological literacy. It includes teachers' responses on how they feel about technology in the classroom. It makes sense to expose a child to technology at a young age, because studies show that they will then be able to comprehend as opposed to later in life. However, not everyone agrees with this statement and the idea that technology should be able to be used in the classroom.

Piro, Joseph M. "The effect of piano lessons on the vocabulary and verbal sequencing skills of primary grade students." Psychology of Music, Volume 37, issue 3 (July 2009), p. 325-347. OhioLINK. Web. 20 November 2010. A number of studies have reported positive associations between music experience and increased abilities in non-musical (e.g., linguistic, mathematical, and spatial) domains in children. These transfer effects continue to be probed using a variety of experimental designs. The major aim of this quasi-experimental study was to examine the effects of a scaffolded music instruction program on the vocabulary and verbal sequencing skills of two cohorts of second-grade students. One group (n = 46) studied piano formally for a period of three consecutive years as part of a comprehensive instructional intervention program.

Hobbs, Renee and Amy Jensen. "The Past, Present, and Future of Media Literacy Education." Journal of Media Literacy Education 1.1 (2009): 1-11. EBSCO. Web. 22 Nov. 2010. There is information relating to the past, present, and future uses of technology in this article. The coming of age and declaration of this integrated use had changed and effected many lives. A selection of students were chosen to be a test group. The study was researched to determine if technology has an effect on kids and their learning abilities.

Anderson, Janna, Lee Rainie. "Does Google Make Us Stupid?" Pew Research Center. 19 Feb. 2010. Web. 19 Nov. 2010. This article questions whether if the ease of internet searching and the distractions that accompany it is decreasing people's ability to concentrate. Rather than deep reading, we now simply skim and find answers quickly causing us to not really learn about the subject fully and instead we learn only about bits and pieces of it.

Espenshade, Thomas J., Chung Chang Y., and Joan L. Walling. "Admission Preferences for Minority Students, Athletes, and Legacies at Elite Universities." Social Science Quarterly (Blackwell Publishing Limited) 85.5 (2004): 1422-1446. Academic Search Complete. EBSCO. Web. 19 Nov. 2010. This was a study done to show the preference different types of applicants receive. Applicants who receive an SAT score of over 1500, are African American, and are recruited athletes are given preference. The athletic admission "advantage" continues to grow. Elite colleges are giving preference to athletes who do not necessarily deserve to be accepted into their school. Colleges continue to extend preferences to students of numerous abilities.

Paquette, Kelli, and Sue Rieg. "Using Music to Support the Literacy Development of Young English Language Learners." Early Childhood Education Journal 36.3 (2008): 227-232. Academic Search Complete. EBSCO. Web. 18 Nov. 2010. Music is a way to let children experience learning in a different way. The article talked about how by learning and singing songs they are learning literacy and exploring ideas that are not brought up in the common classroom, such as creativity in the art.\n"Whether children listen to the ''music'' of the rain, popular chil- dren's songs, or make their own musical compositions, important skills, such as reading, writing, listening, and speaking are developed. In an early childhood classroom, a musically, literacy-rich environment will generate interest, encourage creativity, and set the stage for a positive learning environment.

Watson, Linda R., and Michelle Flippin. "Language Outcomes for Young Children with Autism Spectrum Disorders." ASHA Leader 13.7 (2008): 8-12. Academic Search Complete. EBSCO. Web. 17 Nov. 2010. This article is about children with autism developing language. Children with autism are typically at a lower level of language as opposed to children with PDD-NOS. Early language abilities are a sign of better language later on with children with autism. Some children with autism are nonverbal through the first two years. Different findings of speech with people with autism demonstrate a child's behavior skills, imitations of adult speech, and language skills.The SLP recommends the predicators to focus on supporting children with autism so they can learn how to speak.

Boehm, Mike. "Michelle Obama Tells International Audience Why the Arts Matter." Los Angeles Times. Los Angeles Times, 25 Sep. 2010. Web. 21 Nov. 2010. The article is a report of Michelle Obama's speech on the importance of the arts at an event last September. She supported the cause giving her opinion on how the arts have the ability to impact us all. She specifically addresses young people and the importance of including the arts in their education. The ideas that art encourages individuality,growth and representation of our ideals are central to her speech

Ward, Lucy. "Texting 'is no bar to literacy.'" The Gaurdian, 23 Dec. 2004. Web. 21 Nov. 2010. The causes and effects of texting for young kids is debated in this article. At a young age kids are more prone to text and be more technologically savvy. However, their literacy is effected by the amount of texting they do. Children that text less write more. Therefore, children that text more, write less and are less involved in their writing abilities. I will use this information in describing the effects of texting at young ages.