The Things I Write About

Saturday, 28 November 2015

07:30 -

A Journey to Insanity

Mental illness is not as uncommon as it once was believed to be. Many individuals at one point in time will struggle with mental health. Emotional issues can be classified by many names: depression, anxiety, bipolar disorder, schizophrenia and dementia. Literature can be used as an outlet to express the feelings and emotions that occur while battling mental health. Charlotte Perkins Gilman is a prominent American author and feminist, who also suffered with mental health issues. She was a patient of neurologist Dr. Silas Weir Mitchell. Dr. Mitchell invented a treatment called, “Mitchell’s Rest Cure Treatment” (Bak 1). Gilman was one of many other women who were put on Dr. Mitchell’s treatment plan. Inspired by her experiences, Gilman wrote the short story “The Yellow Wallpaper.” The story is about a woman who is struggling with anxiety and depression. An unnamed narrator tells the story in first person. Through the experiences of the narrator, readers are able to get a glimpse of what it would be like to slip into insanity.

The story starts at the beginning of the narrator’s treatment. The narrator is skeptical of her treatments effectiveness. She claims, “Personally I disagree with their ideas. Personally I believe that congenial work, with excitement and change, would do me good” (Gilman 2). Although she is skeptical, the narrator still follows her treatment plan. She expresses, “So I take phosphates or phosphites, — whichever it is, — and tonics, and journeys, and air, and exercise, and am absolutely forbidden to "work" until I am well again” (Gilman 2). The narrator is hopeful that the treatment will lead her to recovery.

There were no obvious physical indicators of the narrator’s sickness. Her husband, who is a physician, doesn’t believe there is anything physically wrong with her. She complains that her husband doesn’t believe that she is sick (Gilman 2). Even though her husband recognizes no physical indication of her issues, the narrator recognizes that something just isn’t right. She even discusses her physical struggle with her emotional difficulties. She indicates, “Nobody would believe what an effort it is to do what little I am able — to dress and entertain, and order things” (Gilman 4). The narrators struggle to accomplish mundane tasks is an indictor of her mental decline.

The narrator’s mental stability takes a turn for the worse while in her room of rest. On the walls of the room is yellow wallpaper. She describes the paper as “one of those sprawling flamboyant patterns committing every artistic sin” (Gilman 8). The narrator detests the paper in the beginning, but she soon becomes obsessed with it. She desires to solve the hidden code within the wallpaper. The more she focused on the paper’s designs, the more the wallpaper reflected her own instability. She states the following about the wallpaper, “it is dull enough to confuse the eye in following, pronounced enough to constantly irritate, and provoke study, and when you follow the lame, uncertain curves for a little distance they suddenly commit suicide ” (Gilman 8). The narrator’s description of the wallpaper is disturbing, and shadows her own mental state. The personifying of the wallpaper is a clue to her decline in mental control.

As the narrator becomes more obsessed with the wallpaper, she begins to notice a woman in the patterns. She states, “I didn't realize for a long time what the thing was that showed behind, — that dim sub-pattern, — but now I am quite sure it is a woman” (Gilman 34). The trapped woman in the wallpaper reflects the narrator’s own feelings of being trapped. Michael Blackie examines Gilman’s story. In his essay “Reading the Rest Cure” he states, “the story's troubling final scene is the culmination of a tension evident early on in the story between a trapped but energetic physicality at odds with a frenzied consciousness attempting to narrate its experiences” (Blackie 70). Just like the woman in the wallpaper, the narrator is unable to freely move around.

The narrator becomes obsessed with freeing the woman. If the woman can be freed from her prison, maybe the narrator can find freedom as well. The narrator claws and scrapes and fights with the paper. At one point she has locked herself in the room so to prevent her husband from interrupting her battle with the wallpaper. Eventually, she is triumphant. The wallpaper is in shreds on the floor. In her triumph the Narrator proclaims, “I've got out at last … And I've pulled off most of the paper, so you can't put me back” (Gilman 55). The narrator has become woman who was trapped inside the wall. Instead of freeing the woman trapped in the wall, the narrator has instead let insanity take over her mind.

In general, not very many people truly understand the thoughts and feelings of those who struggle with depression and anxiety. Readers are able to get a glimpse of the inner struggle of the narrator and receive a unique perspective. The narrator takes the reader with her as she spirals deeper into insanity. The narrator becomes more instable as the story progresses. Some might ask who the narrator is. Is she Gilman herself? Like many others, Gilman struggled with mental health. “The Yellow Wallpaper” was inspired by her own experiences. The story might have been an outlet for Gilman to help her recover from. Or Gilman might have been the narrator in her own story. No one truly knows for sure. One thing is clear: readers have a clearer picture of the struggle with mental illness.

Works Cited

Bak, John S. "Escaping the Jaundiced Eye: Foucauldian Panopticism in Charlotte Perkins

Gilman's "the Yellow Wallpaper"." Studies in Short Fiction 31.1 (1994): 39. ProQuest. Web. 13 Nov. 2015.

Blackie, Michael. "Reading the Rest Cure." The Arizona Quarterly 60.2 (2004): 57-85.

ProQuest. Web. 13 Nov. 2015

Gilman, Charlotte P, “The Yellow Wallpaper”.

Unknown, “Rest Cure” Science Musuem. Web. 13 Nov. 2015

(http://www.sciencemuseum.org.uk/broughttolife/techniques/restcure.aspx)

Wednesday, 18 November 2015

13:32 -

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Helping the Struggling Reader

One day at work it was my job to sit with individual third graders who were struggling with reading. I was sitting in the room where I was to work with the students, when one of them came in. He sat down, looked me right in the eye and stated matter-of-factly, “I can’t read!” I was saddened, mostly because it appeared as if this boy had given up on himself. I looked back at him and stated, “Lets learn then.” We got to work, and made slow progress. By the end of our time together he looked less dejected and more hopeful. He had come far, but he still had a long way to go. There are so many children who struggle with reading. Some might struggle with disorders such had attention deficit hyperactive disorder (ADHD) or dyslexia, while others might not have learned important literacy skills yet. Struggling students need help in mastering literacy skills, so that they can succeed in the future. Caregivers and educators need to make literacy a priority in learning.

When it comes to learning how to read, a typical child will follow four major stages (stage 0 to stage 3). Sophia Huang describes the stages in her research paper titled "The Influence of Kindergarten and First-Grade Literacy Instruction on the 3rd- and 5th-Grade Students' Reading Achievement: Findings from the Early Childhood Longitudinal Study - Kindergarten Class”. Stage 0 is when a child mimics reading, and learns the letters of the alphabet, and is typically achieved in preschool or kindergarten. Stage 1 (grades 1 and 2), a child can recognize a connection between letters and sounds, and can read simple words. Between grades 2 and 3 a child will typically achieved the skills in stage 2. Reading fluency, word banks and vocabulary is increased. Once the previous stages are mastered a child can begin to master stage 3. A child in stage 3 (grades 4 to 8) uses reading to help develop new ideas, viewpoints, and learn new skills.

Not every child masters each literacy stage at the optimum time, especially if learning difficulties is a factor. What can parents, caregivers and educators do to help young struggling readers? Acknowledgement of a problem is a crucial start to finding a solution. Standard reading and comprehension testing can help detect possible reading issues. Ideally when a school years starts, educators and assistants should meet with each student one at a time. The student shows through reading exercises what stage the student is at. By taking the time early in the school year to meet and test each child individually, an educator can detect struggling children early. If a child is discovered to be behind, the teacher can meet with the child’s caregiver. Together they can find a cooperative plan to help the child master each literacy stage.

What are some methods that can lead to successful literacy development, especially for struggling students? Individualized literacy training is a great method to use. It is hard for a struggling child to keep up in class. Feelings of dejection and hopelessness usually occur during group class instruction. Classrooms can set up a system where the child has access to individualized instruction. Educational assistants can be employed to work one on one with the student. Individualized instruction is especially helpful for children who struggle with ADHD or dyslexia. Over time, the child develops more confidence in their reading, and therefor more confidence in their education.

Children who find reading challenging need help. Just like that boy who thought he couldn’t read. He was able to progress in his literacy skills because of the programs made available to him. His progress was made possible by a caring educational system that made it possible for him to receive one on instruction. When literacy training is the priority of early education, children develop the skills they need to succeed.

Wednesday, 4 November 2015

14:29 -

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Early Readers and Academic Success

Early Readers and Academic Success

Importance of Literacy

There is a wealth of knowledge available to people in today’s world. A person can learn anything they desire to learn. Thanks to modern technology information can be accessed by anyone. There is one stipulation; that person must be able to read. Without good literacy knowledge is useless. Literacy is defined as a person’s ability to read and write, but this essay is going to focus on the reading aspect of literacy. The ability to function in today’s society requires literacy. A person can’t order food at a restaurant without being able to read the menu. A driver must be able to read the road signs to get through traffic safely. Most people have the minimum required literacy skills to get through life, but how likely are they to succeed in a secondary or post-secondary environment? Ideally literacy is taught at a young age: while in pre-kindergarten or kindergarten. There are a few questions that need to be considered when it comes to childhood literacy:

1. Does focusing on literacy in early education increase the likelihood of academic success in secondary and post-secondary education?

2. What can educators do to help improve early childhood literacy?

3. What can parents do to help improve early childhood literacy?

4. What can adults do now if literacy was a difficulty during childhood?

Each question will be discussed throughout the paper. There is strong support that early childhood literacy will help ensure academic success in secondary and post-secondary education.

Childhood literacy is separated into four stages according to Sophia Huang in her study of early childhood literacy. According to Huang, Stage 0 is achieved in preschool and kindergarten. At this age a child mimics reading, and can recognize the letters in the alphabet (Huang, 13). Children learn this skill by being read to by others, most commonly their parents or caregivers. Stage 1 is achieved in grade 1 and 2. At this age, a child begins to recognize a connection between letters and sounds. Reading simple words is achieved. A child also begins to sound out words to figure out reading more complicated words (Huang, 13). Grade 2 and 3 is when a child achieves stage 2. The child can read more fluently with an increase in the word bank, and vocabulary (Huang, 13). By stage 3 (grades 4-8), reading helps a child learn new skills, and develop new viewpoints (Huang, 13). What happens to a child if he or she falls behind in any of the four stages? That child will struggle significantly in school. If a child doesn’t achieve success in each stage, literacy is poor. Later years in secondary school (grades 9 to 12), and post-secondary, critical thinking and the ability to form independent ideas are crucial to success. Without achieving stage 3, a child will be less likely to succeed in school. A child cannot achieve each step without first mastering the stage before. To succeed in stage 1 for example, a child must master the skills taught in stage 0. That begins as early as possible. Below is a summary of the table presented in Huang’s study.

Summary of Early Childhood Literacy Development
Stage Age & Grade	Skills Acquired by the End of Stage	How Acquired	Grade Reading Requirement
Stage 0: Pre-reading Grade Range: Preschool to Kindergarten	· Child “pretends” to read · Names letter of alphabet · Recognizes some signs · Prints own name · Plays with books, pencils and paper	· Being read to by an adult or older child that is encouraging	· Letter recognition · Beginning and ending sounds
Stage 1: Initial reading Grade Range: 1-2	· Relationship between letters and sounds · Read simple text · “Sound out” new words	· Direct instruction · Reading of simple stories · Being read to at a higher level from what a child can do independently	· Beginning and ending sounds · Sight words
Stage 2: Confirmation and Fluency Grade Range: 2-3	· Read simple familiar stories · Consolidating the basic decoding elements, sight vocabulary, and meaning context in the reading of familiar stories	· Direct instruction in advanced decoding skills · Being read to at a higher level from what a child can do independently	· Comprehension of words in context
Stage 3: Reading for Learning the New Grade Range: 4-8	Reading is used to: · Learn new ideas · Gain new knowledge · Experience new feelings · Learn new attitudes ·	· Reading and studying of textbooks · Systematic study of word and reading through discussion and writing	· Extrapolation · Evaluation

(Figure 1. Huang, Shu Yu Sophia. "The Influence of Kindergarten and First-Grade Literacy Instruction on the 3rd- and 5th-Grade Students' Reading Achievement: Findings from the Early Childhood Longitudinal Study - Kindergarten Class, 1998--1999.")

Develop Early Reading

How early should a parent or caregiver begin literacy training with a child? Many professionals claim that the earlier a child is exposed to reading, the better it is for that child. A paper published by Kristal Sommer, titled “The relationship between parenting styles, parental reading involvement, child behavior outcomes, child classroom competency, and early childhood literacy”, discusses parental involvement and its impact on childhood literacy. Sommer states, “reading involvement with a caregiver significantly increases the child’s cognitive level, specifically early literacy skills, when compared to children who were not read to frequently. It appears that reading to a young child is an exercise that can benefit the child’s outcomes” (Sommer, 18). Early literacy skills are greater when there is significant reading involvement, compared to children who were not read too. Parent or caregiver involvement is crucial in the development of early childhood literacy. A child will most likely become interested in reading if that child is exposed to reading at a young age. When a parent participates in literacy activities such as shared reading, book ownership and frequent library visits, a child is more likely to develop good literacy skills (Nowak, Evans. Parents' Goals for and Perceptions of Alphabet Books, 2000. 1267). A child who is read to on a regular basis will most likely develop an interest in reading. Children learn better when they are interested in the subject.

When the foundation of literacy interest is established, the next step is finding and utilizing resources. For young readers between the ages of three to five, a good start is utilizing alphabet books. According to a study done by Sarah Nowak and Mary Ann Evans in 2012, the use of alphabet books exposes young readers to literacy. Nowak and Evans stated, “Alphabet books are one way in which emergent readers can gain valuable reading experience” (Nowak, Evans. 1266). The alphabet books expose the children to basic literacy principles that will help them understand more complicated principles later. The books introduce children to phonics, which help children build their literary understanding and their vocabulary. Nowak and Evans support this claim in their research. They state “Studies of young children have shown that the use of alphabet books can be beneficial in learning fundamental reading skills such as phoneme awareness” (Nowak, Evans. 1267).

Another valuable resource is a public library. Access to a public library is a helpful resource in developing early literacy. A child, who has access to a library, has access to a world of books at a low cost. Many children lose out of beneficial literary experience because of poor social economic status. Communities that have public library’s help improve the literary ability of children who cannot afford books any other way. A library has a wide variety of selections that can peak the interest of early readers. Variety helps children learn more and make more connections. The more exposure to different stories, the increase of skill a child will develop. With access to libraries, children have access to the required variety of reading necessary to develop their skills.

Once a child has access to the resources, early reading can begin. Learning sight words is important to the development of literacy skills. A child can learn sight words by constant exposure to them. Words such as: and, as, the, said, like, and are can be learned when integrated into picture books. A child is able to read sight words during the pre-alphabet phase by connecting a visual cue with the word (Nowak, Evans. 1266). When a child sees a word connected to a picture, the child will remember the word better. By building on a strong foundation, a child can build stronger skills as the reading becomes more complicated.

Academic Success

Children that learn at a young age develop confidence in their reading, as they grow older. Such confidence helps in their academic success. If a child believes he or she can learn something, that child will do the work to learn what is needed. As a child progresses in school, the learning material increases in difficulty. As the difficulty increases the child is pushed to learn more, and with a strong foundation the child can learn more. A child who feels like they can learn, will learn. Such confidence will also carry that child into secondary and post-secondary school.

Strong literacy skills increase the likelihood of graduating from high school, and continuing on into college. Strong literacy is a foundation block to further knowledge. With strong literacy skills a student can study and understand philosophy, psychology, science and math better. When the student is required to dig deep into understanding and academic concept, it is their ability to understand literacy that will give them the skills to do it. Secondary and post-secondary school is difficult as it is. If a student is trying to learn to read better as well as master the more complicated concepts, the student is more likely to get overwhelmed and give up. On the other hand, the success is more likely if literacy is mastered at a young age.

Literacy Issues

Not every child develops the required literacy skills that are optimum for academic success. Some children struggle with learning disabilities such as dyslexia, attention deficit hyperactive disorder (ADHD), or similar issue that makes learning to read difficult. A struggling child might feel of low worth, and might even acknowledge their shortcomings in a way that suggests giving up. Expressing phrases such as “I can’t read”, or “I am no good at this” are indicators that a child a given up on themselves. Intervention is required in such cases, and is optimum at a younger age. Teacher, parents, mentors and communities can work together to support struggling children. Individualized intervention plans can be implemented to support a child, and help him or her succeed.

Many times literacy issues are not recognized in early childhood, and the issue carries on well into adulthood. Students that struggle with reading may struggle more as time goes on if they do not get sufficient help (A case study of principals' knowledge of early childhood literacy, LeBlanc. 2). The adult in question might feel like they did well enough without strong literacy skills and found ways to compensate. Not all cases lead to a poverty stricken adult with no prospect of independence. Some adults can find ways to compensate for low literacy skills by strengthening other talents. Cases like that are very rare. Is it worth the risk of ignoring such disabilities? On the other hand, some adults who have struggled with reading since childhood might feel of little worth. Such feelings of inadequacy usually stem from feelings of inadequacy in childhood. It is best to recognize a literacy issue and work to over come it.

For an adult who recognizes an issue within them, what can be done? While literacy is best learned as a child, it is not too late to begin as an adult. Starting from the beginning and learning basic phonic skills can help anyone at any age develop better literacy. Just because something is learned late, doesn’t mean it can’t be learned at all.

Conclusion

Reading is best learned at a young age, and is a contributing factor for academic success in secondary and post-secondary school. Early childhood education needs to focus on developing literacy skill. A child will be able to master more academic skills when literacy isn’t an issue. Educators need to make sure that class time is focused on developing reading skills. Parents or caregivers should make the time to read with their children, so that children can develop strong literary skills. Communities need to ensure that public libraries are accessible so that all children have access to great books. By making literacy a priority in education, children will grow up enriched and enlightened with the hope of a brighter future.

Works Cited

Willms, J. D., and Elizabeth A. Sloat. "The International Adult Literacy Survey:

Implications for Canadian Social Policy." Canadian Journal of Education 25.2

(2000): 218-33. ProQuest.Web. 10 Oct. 2015.

Nowak, Sarah N., and Mary Ann Evans. "Parents' Goals for and Perceptions of Alphabet

Books."Reading and Writing 26.8 (2013): 1265-87. ProQuest. Web. 10 Oct. 2015.

Brewer, David, et al. "Evaluation of a Multi-Site Transition to Adulthood Program for

Youth with Disabilities." Journal of rehabilitation 77.3 (2011): 3-13. ProQuest.

Web. 10 Oct. 2015.

Fink, Deborah Joan Horton. "Assessment, Instruction, and Curriculum in Early

Childhood Literacy." Order No. 3097654 University of Pittsburgh, 2003. Ann

Arbor: ProQuest. Web.10 Oct. 2015.

LeBlanc, Christine Elizabeth. "A Case Study of Principals' Knowledge of Early

Childhood Literacy." Order No. 3561805 University of South Carolina, 2013.

Ann Arbor: ProQuest.Web. 10 Oct. 2015.

Davies, Deborah W. "A Comparison of the Importance Attributed to Early Childhood

Literacy Activities by Parents and Early Childhood Educators with the Activities

Suggested by the Pennsylvania Early Childhood Learning Continuum Indicators."

Order No. 3116328 Widener University, 2004. Ann Arbor: ProQuest. Web. 10

Oct. 2015.

Landa, Melissa Simone Hare. "Crossing the Divide: A Phenomenological Study of Early

Childhood Literacy Teachers Who Choose to Work with Children in High

Poverty Schools." Order No. 3277476 University of Maryland, College Park,

2007. Ann Arbor: ProQuest. Web. 10 Oct. 2015.

Rasberry, Johnnie Earl. "Early Childhood Literacy Enrichment Training of Teachers and

of Three and Four Year Olds in a Preschool Setting." Order No. 3133955

Mississippi State University, 2004. Ann Arbor: ProQuest. Web. 10 Oct. 2015.

Sommer, Kristal Lea. "The Relationship between Parenting Styles, Parental Reading

Involvement, Child Behavior Outcomes, Child Classroom Competence, and Early

Childhood Literacy."Order No. 1481017 Oklahoma State University, 2010. Ann

Arbor: ProQuest. Web. 10 Oct. 2015.

Topping, Marshanell. "Assessing the Effectiveness of Methods Involving Play in Early

Childhood Literacy Intervention." Order No. 3111030 Union Institute and

University, 2003. Ann Arbor: ProQuest. Web. 10 Oct. 2015.

Huang, Shu Yu Sophia. "The Influence of Kindergarten and First-Grade Literacy

Instruction on the 3rd- and 5th-Grade Students' Reading Achievement: Findings

from the Early Childhood Longitudinal Study - Kindergarten Class, 1998--1999."

Order No. 3334861 University of San Francisco, 2008. Ann Arbor: ProQuest.

Web. 10 Oct. 2015.

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Programs in Early Childhood Classrooms: An Australian Case Study." Childhood

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