Group items tagged

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.

Guerin, Stephen H. "Internationalizing the Curriculum: Improving Learning Through International Education: Preparing Students for Success in a Global Society." Community College Journal of Research & Practice 33.8 (2009): 611-614. Academic Search Complete. EBSCO. Web. 3 Nov. 2010. This article discusses the importance of internationalization of curriculum and and its role in preparing students for a global and multicultural society. With recent events it is even more pressing that Americans today have an understanding of peoples of different cultures. Motlow State Community College (MSCC) recognizes this topic of discussion and survey's show that in its courses only 6% of its courses contain significant international content. International education especially at the college level has taken on a new importance. This article argues that despite the student's major, they should be exposed to multicultural education and this knowledge which will enhance a student's success in the global environment of the future.

This article is about how social economic class is related to a students academic performance. More specifically, this article was about how poverty is related to academic achievement in the United States. The article studied the of socio-economic (SES) status on educational achievement and early literacy. It also looked at programs they have been installed to help low-income families and communities overcome learning problems associated with their economic status.

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.

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.)

In the past, students with learning disabilities have had trouble finding a way to get extra time to take tests, but new regulations may help change that.

Rekrut, Marth D. "Peer and Cross-age Tutoring: The Lessons of Research." JSTOR: Journal of Reading. In 37.5 Feb. 1994: 356-362. Web. 18 Nov. 2010. . This article is about how students find what works best for them. It has students be in control on how they learn best. This article says that tutoring is an effective learning method for college students. This proves that students who are tutored get better grades in all subjects, especially english. Reading is a part of every subject and by exercising it the most, students become more literate.

Stonerock, Krista H. "From Training to Practice: the Writing Center as a Setting for Learning to Tutor." OhioLINK. Ohio State University, 2005: 1-251. Web. 18 Nov. 2010. . This article is about first year college students going to writing programs to better on their first papers. Studies have shown that tutor strategies are more effective during first year of college. These studies also show that tutor's transfer their teaching skills to their peers. This study was done with an education yet personal role throughout all tutors in the case study.

This focuses on the involvement of media in life today. This article mainly focuses on the involvement of media in young children's lives. It compares the differences of the affects of having media involvement vs. not having media involvement.

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.

Brennan, Susan A., Gayle J. Luze, and Carla Peterson. "Parents' Perceptions of Professional Support for the Emergent Literacy of Young Children with Visual Impairments." Journal of Visual Impairment & Blindness 103.10 (2009): 694-704. Academic Search Complete. EBSCO. Web. 16 Nov. 2010. A survey was taken of parents who are raising a visually impaired child. The survey concentrated on what types of activities parents engaged with their child. The survey found that it was important for parents to read out loud to the children because it helped them understand "book related" concepts. Concepts such as turning the page, reading left to right, and understanding that books relay a message. This article also states that a parents cannot offer the support their child needs without professional help. Often times parents want to read to their child, but find that they don't know how to go about it, or even what books they should read to them. The article lastly states that parents should also learn Braille. This will open up more opportunities and experiences that a child can have. An experience such as having time as a family to learn Braille and make it a more fun and enjoyable experience for the child.

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.

A study to be released today by the Solomon R. Guggenheim Museum [cites] improvements in a range of literacy skills among students who took part in a program in which the Guggenheim sends artists into schools. The study, now in its second year, interviewed hundreds of New York City third graders, some of whom had participated in the Guggenheim program, called Learning Through Art, and others who did not.\n\n

Kaderavek, Joan N., and Paula Rabidoux. "INTERACTIVE TO INDEPENDENT LITERACY: A MODEL FOR DESIGNING LITERACY GOALS FOR CHILDREN WITH ATYPICAL COMMUNICATION." Reading & Writing Quarterly 20.3 (2004): 237-260. Academic Search Complete. EBSCO. Web. 18 Nov. 2010. This article talks about how autistic children develop their literacy through a range of activities and behaviors. It also talks about two pain points in how autistic children develop their literacy techniques. Experts believe that learning literacy early on for autistic children will not determine their total oral language development. They need to look at reading and writing as communication practices from an early age. It is also talks about how speech production can be improved through writing instructions. Social interaction is a large part of developing literacy.

Inan, Fethi A, and Deborah L. Lowther. "Factors Affecting Techonology Integration in K-12 Classrooms: A Path Model." Education and Technology Research & Development 58.2 (2010): 137-54. Academic Search Complete. Web. This article discusses the posibilites of making classrooms in primary grades more technologically advanced. It goes into how this would affect students in positive and negative ways. Would introducing students to techonology at a younger age benefit them more in the future? This is the question that people ask themselves to determine the most beneficial style of learning, and how to improve the learning techniques of children.

Gil, Lynn A. "Bridging the Transition Gap From High School to College." Teaching Exceptional Children 40.2 (2007): 12-15. Academic Search Complete. EBSCO. Web. 22 Nov. 2010. The article uses John, a freshman at a four year university, as an example for the transition from high school to college. John was identified to a have a learning disability in second grade. He recieved services throughout his academic career. The article addresses problems and transitional issues that may come about during the first year of college. The article ultimately shows that those students who are self-determined are more likely to seek out help during their academic transition.

Frye, Elizabeth M., Woodrow Trathen, and David A. Koppenhaver. "Internet Workshop and Blog Publishing: Meeting Student (and Teacher) Learning Needs to Achieve Best Practice in the Twenty-First-Century Social Studies Classroom." Social Studies 101.2 (2010): 46-53. Academic Search Complete. EBSCO. Web. 21 Nov. 2010. This article discusses successful ways to go about publishing blogs and using the Internet in a classroom setting. It also discusses all the other options there are when working with blogs and what types of technological things are able to be added to them, such as podcasts, video screencasts, and files in general.

Sawmiller, Alison. "Classroom Blogging: What is the Role in Science Learning?." Clearing House 83.2 (2010): 44-48. Academic Search Complete. EBSCO. Web. 21 Nov. 2010. This article takes a look into how classroom blogging is important in the Science community. It addresses the problems in class that may cause students not to have a "voice" and responds with how blogging can give those with social pressures, a way to ask their questions with no pressure at all. It talks about how classroom blogging is a way to expand the communication beyond the classroom wall and really connect with the students.

"Students with Disabilities Preparing for Postsecondary Education." U.S. Department of Education. Sept. 2007. Web. 22 Nov. 2010. The article provides what differences one should expect between high school and college for students with learning disabilities. It provides answers to common questions about colleges and disability services. It informs the reader that they must provide documentation to prove they have a disability. The college does not have have to pay for the tests so students are on their own. However, the services the college provides are free to the students with documentation of a disability.

Langer, Judith A., and Urbana, IL. National Council of Teachers of English. "Effective Literacy Instruction: Building Successful Reading and Writing Programs." (2002): ERIC. EBSCO. Web. 18 Nov. 2010. This book is about programs created to help students and their learning. The programs have been reinvented in order to help prepare students. The programs are also useful to help students become better with their literacy. The book also discusses 25 specific schools who are trying to improve there teaching skills. It focuses in on the teacher techniques and credibility. It is split into two sections, discussing the key characteristics of successful English and also field research like the types we will be using for this paper.