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Aims: To identify differential expression of shorter non-coding RNA (ncRNA) genes associated with autism spectrum disorders (ASD). Background: ncRNA are functional molecules that derive from non-translated DNA sequence. The HUGO Gene Nomenclature Committee (HGNC) have approved ncRNA gene classes with alignment to the reference human genome. One subset is microRNA (miRNA), which are highly conserved, short RNA molecules that regulate gene expression by direct post-transcriptional repression of messenger RNA. Several miRNA genes are implicated in the development and regulation of the nervous system. Expression of miRNA genes in ASD cohorts have been examined by multiple research groups. Other shorter classes of ncRNA have been examined less. A comprehensive systematic review examining expression of shorter ncRNA gene classes in ASD is timely to inform the direction of research. Methods: We extracted data from studies examining ncRNA gene expression in ASD compared with non-ASD controls. We included studies on miRNA, piwi-interacting RNA (piRNA), small NF90 (ILF3) associated RNA (snaR), small nuclear RNA (snRNA), small nucleolar RNA (snoRNA), transfer RNA (tRNA), vault RNA (vtRNA) and Y RNA. The following electronic databases were searched: Cochrane Library, EMBASE, PubMed, Web of Science, PsycINFO, ERIC, AMED and CINAHL for papers published from January 2000 to May 2022. Studies were screened by two independent investigators with a third resolving discrepancies. Data was extracted from eligible papers. Results: Forty-eight eligible studies were included in our systematic review with the majority examining miRNA gene expression alone. Sixty-four miRNA genes had differential expression in ASD compared to controls as reported in two or more studies, but often in opposing directions. Four miRNA genes had differential expression in the same direction in the same tissue type in at least 3 separate studies. Increased expression was reported in miR-106b-5p, miR-155-5p and miR-146a-5p in blood, post-mortem brain, and across several tissue types, respectively. Decreased expression was reported in miR-328-3p in bloods samples. Seven studies examined differential expression from other classes of ncRNA, including piRNA, snRNA, snoRNA and Y RNA. No individual ncRNA genes were reported in more than one study. Six studies reported differentially expressed snoRNA genes in ASD. A meta-analysis was not possible because of inconsistent methodologies, disparate tissue types examined, and varying forms of data presented. Conclusion: There is limited but promising evidence associating the expression of certain miRNA genes and ASD, although the studies are of variable methodological quality and the results are largely inconsistent. There is emerging evidence associating differential expression of snoRNA genes in ASD. It is not currently possible to say whether the reports of differential expression in ncRNA may relate to ASD aetiology, a response to shared environmental factors linked to ASD such as sleep and nutrition, other molecular functions, human diversity, or chance findings. To improve our understanding of any potential association, we recommend improved and standardised methodologies and reporting of raw data. Further high-quality research is required to shine a light on possible associations, which may yet yield important information. [ABSTRACT FROM AUTHOR]

Reviews six children's books about American Indian culture, traditional life, and folk tales by Native and non-Native authors. Discusses questions related to whether non-Natives should write about Native life, whether the same criticism should apply to Native and non-Native authors, and problems in adapting oral materials. (SV)

Offers a practical demonstration of the conventions of children's literature. Discusses dragon lore and their parodies. Presents class activities related to such lore. (RS)

Suggests that children, even in early elementary grades, can grasp basic elements of children's literature using a spiralled sequence story curriculum, which helps them examine types of character, such as the trickster; elements of plot, such as the journey; and generally see patterns in the stories they read. (JC)

Interviews Canadian children's author-illustrator Ian Wallace. Discusses the development of several of Wallace's books, including "Chin Chiang and the Dragon's Dance" and "The Sparrow's Song," as well as his development as an artist. (MM)

Examines relationships among children's fairy tales, the North American dream of going from rags to riches, the role of sports in North American society, and the uses and misuses of biographies written for young readers. (HOD)

Proposes a technique that uses the details and patterns of stories to help children understand literature. Illustrates how the procedures could be used with "The Hobbit." (FL)

Discusses theories on the nature of irony and applies them to Lynd Ward's Caldecott Medal winning picture book, "The Biggest Bear." Concludes with illustrations of how these theories can be used in teaching ironic stories to third grade students. (HOD)

Points out some of the problems of selecting the best material from another culture for use in the classroom and suggests ways to solve these problems. (JL)

Examines the expectations which led to an erroneous interpretation of Jamake Highwater's 'Anpao.' Re-evaluation of the expectations; Lesson that can be learned from the stories of each character; Role of the reader of a text in the creation of narrative meaning.