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Harte, Helene Arbouet. "What Teachers Can Learn From Mothers of Children With Autism." Teaching Exceptional Children 42.1 (2009): 24-30. Academic Search Complete. EBSCO. Web. 16 Nov. 2010. This article is about how parents can help teachers at school with their autistic children. Parents are using a research method called photovoice. Photovoice pairs participant-generated photographs with interviews. This helps teachers learn activities they participate in at home, how the parents engage with the children, and goals and needs of parents for helping their children. This article also explains how children react with these research methods, and how it helps them develop and learn.

Lanter, Elizabeth, and Linda R. Watson. "Promoting Literacy in Students With ASD: The Basics for the SLP." Language, Speech & Hearing Services in Schools 39.1 (2008): 33-43. Academic Search Complete. EBSCO. Web. 18 Nov. 2010. This article talks about how teachers are more concerned in their literacy teaching skills to people with autism. Research has found that oral language skills of autistic children are similar in their reading development. Teachers are trying to prepare children with ASD for standardized tests of literacy, and progress in higher levels of academics. Reading skills can improve their oral skills as well.

Barnes, Elizabeth, et al. "Phonological Accuracy and Intelligibility in Connected Speech of Boys With Fragile X Syndrome or Down Syndrome." Journal of Speech, Language & Hearing Research 52.4 (2009): 1048-1061. Academic Search Complete. EBSCO. Web. 3 Nov. 2010. This article is looking at phonological accuracy and speech intelligibility. It compares reasearch on these two areas in boys with Down Syndrome and boys with autism spectrum disorder, and then boys with both. They test each of these things at differnt age levels. This article shares the results of the study with different tables and text.

Jones, Val. "'I Felt like I Did Something Good'..." EBSCOhost. Web. 18 Nov. 2010.

- This article talks about the importance of peer interaction for Autistic students. It displays how tutors can help Autistic children not only learn, but also develop their social skills. It talks about the importance of the mainstream tutors to be encouraging to the Autistic students. This would be a good strategy to talk about in a paper. The use of average, mainstream students may make the Autistic students not feel as excluded and the encouragement from the "regular" children could generally make the Autistic student happier and, therefore, more motivated to learn.

THIS SOURCE IS SCHOLARLY.

Songlee, Dalhee, Susan P. Miller, Tincani Matt, Nancy M. Sileo, and Peggy G. Perkins. "Effects of Test-Taking Strategy Instruction on High-Functioning Adolescents..." EBSCOhost. Web. 18 Nov. 2010.\n\n- This site is about an experiment. Baiscally, Autistic students were attempted to be taught a new test-taking method. The children stayed after school and were monitered while taught using proven strategies. They were then given tests and observed. The children proved that Autistic children can indeed pick up new methods of learning when properly taught. Find the link on EBSCOhost summary page.\n\nTHIS SOURCE IS SCHOLARLY.

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.

"Normal Stages of Human Development." Child Development Info. Web. 18 Nov. 2010.\n\n- This site doesn't necessarily help my paper, but it might help someone. This site displays basic traits or habits that average children should aquire at certain ages. It only goes up to age five, which is why it is not helpful to me (I'm primarily studying Autistic teenagers). It touches on emotional, social, and physical traits. This is good if you need a list of traits for a "regular" child to compare an Autistic child to.

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.