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a legitimate question to explore

tudy found those who text at least 120 times a day are nearly three-and-a-half times more likely to have had sex than their peers who don't text that much

Talking on the phone just isn't appealing to some teens, said her classmate, Ivanna Storms-Thompson."Your arm gets tired, your ear gets sweaty," said Ivanna, who also doesn't like the awkward silences.

If I were to call someone, it would have to be urgent," she says. "Otherwise, it's sort of rude and invasive.

"American Idol put texting on the map," says AT&T's Mr. Collins.

at least two fewer mistakes per minute.

podcasting to help her students practice fluency.

Then they can literally see the pauses or mistakes they made in the editing program and correct them.

Using VoiceThread, for instance—which allows users to create collaborative, multimedia slide shows with images, documents, and videos

Storybird, allows students to tap into a library of illustrations to create digital books, says Lovely.

arus global customers include the national telecommunications authorities in Pakistan and Saudi Arabia -- two countries that regularly register alongside Egypt near the bottom of Human Rights Watch's world report.

In other words, in too many cases the lower-achieving students receive, perhaps, an hour of appropriate instruction each day and four hours of instruction based on grade-level texts they cannot read.

No child who spends 80 percent of his instructional time in texts that are inappropriately difficult will make much progress academically.

These exemplary teachers routinely offered direct, explicit demonstrations of the cognitive strategies used by good readers when they read. In other words, they modeled the thinking that skilled readers engage while they attempt to decode a word, self-monitor for understanding, summarize while reading, or edit when composing. The "watch me" or "let me demonstrate" stance they took seems quite different from the "assign and assess" stance that dominates in less-effective classrooms (e.g., Adams, 1990; Durkin, 1978-79).

I must also note that we observed almost no test-preparation activity in these classrooms. None of the teachers relied on the increasingly popular commercial test preparation materials (e.g., workbooks, software). Instead, these teachers believed that good instruction, rich instruction, would lead to enhanced test performances.