A Wrinkle in Autism Literature: an Analysis of Madeleine L’Engle’S a Wrinkle in Time and Hope Larson’S a Wrinkle in Time: the Graphic Novel
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Grand Valley State University ScholarWorks@GVSU Masters Theses Graduate Research and Creative Practice 12-2019 A Wrinkle in Autism Literature: An Analysis of Madeleine L’Engle’s A Wrinkle in Time and Hope Larson’s A Wrinkle in Time: The Graphic Novel Marla Larson Grand Valley State University Follow this and additional works at: https://scholarworks.gvsu.edu/theses Part of the Children's and Young Adult Literature Commons ScholarWorks Citation Larson, Marla, "A Wrinkle in Autism Literature: An Analysis of Madeleine L’Engle’s A Wrinkle in Time and Hope Larson’s A Wrinkle in Time: The Graphic Novel" (2019). Masters Theses. 970. https://scholarworks.gvsu.edu/theses/970 This Thesis is brought to you for free and open access by the Graduate Research and Creative Practice at ScholarWorks@GVSU. It has been accepted for inclusion in Masters Theses by an authorized administrator of ScholarWorks@GVSU. For more information, please contact [email protected]. A Wrinkle in Autism Literature: An Analysis of Madeleine L’Engle’s A Wrinkle in Time and Hope Larson’s A Wrinkle in Time: The Graphic Novel Marla Larson A Thesis Submitted to the Graduate Faculty of GRAND VALLEY STATE UNIVERSITY In Partial Fulfillment of the Requirements For the Degree of Master of Arts Department of English December 2019 Abstract This literature review will examine Madeleine L’Engle’s classic intermediate novel A Wrinkle in Time, and Hope Larson’s A Wrinkle in Time: The Graphic Novel. Medical scholarship regarding autism, comics scholarship, and comments from online contributors are used to describe how a comparison of these two texts can provide positive representation of autism in literature. Consideration for how these texts can be used together in the Language Arts classroom to develop the comprehension skills of students on the spectrum is also considered. This thesis first examines the character Charles Wallace in L’Engle’s original text and how he represents a positive presentation of an autistic character. Next, the comic conventions in Larson’s adaptation are examined and used to show how these two texts can be used together to address common comprehension challenges ASD students face when reading narrative texts. 3 Table of Contents Title Page……………………………….……………………………………………….1 Approval Page.………………………………………………………………………….2 Abstract…………………………………………………………………………………3 Table of Contents……………………………………………………………………….4 List of Figures…………………………………………………………………………..5 Abbreviations……………………………………………………………..…………….5 Comic Elements Defined……………………………………………………………….5 Introduction…………………………………………………………………….……….6 Chapter 1: Madeleine L’Engle’s A Wrinkle in Time………………...………………....12 Chapter 2: Hope Larson’s A Wrinkle in Time: The Graphic Novel…………………....35 Conclusion……………………………………………………………………………..59 References...……………………………………………………………………………62 4 List of Figures Figure 1. L’Engle, Madeleine. (1962) A Wrinkle in Time, Laurel Leaf Books, p 73……..p 29 Figure 2. Larson, H., and L’Engle, M. (2012), Madeleine L’Engle’s A Wrinkle in Time the Graphic Novel, Square Fish, p 12…...…………………………………p 41 Fig. 3 Larson, p 100 and 216………………………………………………………..............p 41 Fig. 4, Larson, p 13.…………………………………………………………………………p 43 Fig. 5, Larson, p. 32.………………………………………………………………………...p 46 Fig. 6, Larson, pp. 118 and 119.…………………………………………………………….p 51 Fig. 7, Larson, p. 104.……………………………………………………………………….p 53 Fig. 8, Larson, p. 106.……………………………………………………………………….p 54 Fig. 9, Larson, p. 139.……………………………………………………………………….p 55 Fig. 10, Larson, p. 303.……………………………………………………………………...p 57 List of Abbreviations ADDM - Autism and Developmental Disabilities Monitoring ASD – Autism Spectrum Disorder CDC - Centers for Disease Control DSM-5 - Diagnostic and Statistical Manual of Mental Disorders List of Comic Elements Referenced Closure - Closure is defined as the “phenomenon of observing the parts but perceiving the whole” (McCloud, 1994, p. 63), or mentally filling in the gaps and providing meaning between two panels. Frame or Panel - A frame or panel is one drawing on a page that contains a segment of action (Eisner, 1985, p. 45). Gutter - A gutter is the space between panels (Eisner, p. 157) Word Bubble - A word bubble represents the speech or thought of a character in the comic. 5 Introduction The definition of literacy has grown in recent years to encompass much more than simply the ability to read and write written text. An emphasis on multimodal literacy has taken its place, and the idea behind the word “text” has taken on new meaning as “anything in the surrounding world of the literate person” (Carter, 2007, p. 12). This shift in the definition of what constitutes literacy provides the opportunity for educators to use newly classified literature to support literacy skills in their classrooms. One such group that could benefit from instruction that considers multiple forms of literature are students who have been diagnosed with Autism Spectrum Disorder, or ASD. According to the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), autism is a neurodevelopmental disorder defined by deficits in social exchanges and a tendency toward repetitive patterns of behavior (American Psychiatric Association, 2013). As reported by the Centers for Disease Control (CDC) Autism and Developmental Disabilities Monitoring (ADDM) network, the rate of ASD diagnoses was updated in 2014 to 1 in 59 children, up from the previously reported 1 in 68 (CDC, 2014). The prevalence of this disorder amongst children makes access to targeted interventions a continued necessity for ASD learners. Students with ASD face a lack of representation in the narrative texts and other forms of media they are being asked to read, as well as problematic representations of autism when it is present (Belcher & Maich, 2014). Students are routinely being asked to develop reading comprehension skills while being given materials that do not relate to their life with ASD. This lack of cultural representation in the texts creates a disconnect that could make it challenging to motivate ASD learners to enjoy reading. It has long been argued that the ability of students to see themselves in literature is important for many reasons, from encouraging student interest in 6 reading, to helping students connect with and comprehend the literature presented. The opportunity to see oneself within the text has been continually proven to be very important. Rudine Bishop presented this idea almost thirty years ago in her article “Mirrors, Windows, and Sliding Glass Doors” (1990), and others have since followed suit. Bishop’s metaphor persists today, evidenced by the National SEED Project, which addresses the diversity presented in typical school curriculum and advocates that curriculum should be a “window” and a “mirror” for students (Style, 1996). They should be able to look at their world through different windows throughout their education, allowing them opportunities to consider their own realities through a diverse set of experiences. However, students should also be given opportunities to see themselves in at least some of the educational materials, especially in literature. The lack of representations of ASD individuals presented through literature is not only keeping neurotypical students from peering through an ASD “window,” it is also hindering ASD students from encountering themselves in their own educational “mirror.” With an increasing number of individuals diagnosed as on the autism spectrum, the need for representations of ASD learners in literature is as necessary as ever. Because the spectrum is so vast and encompasses students with a variety of skills as well as a variety of needs, there is an even greater need to determine ways to help these individuals find success in the classroom. ASD learners face a variety of challenges in a school setting. These challenges include social communication impairments and inflexibility and are likely to affect the way this subset of learners comprehends and processes new information (National Autism Center, 2015). Also of concern is the lack of knowledge on how to accommodate these individuals in the learning process. Of interest to me for the purpose of this thesis are the challenges ASD learners face when they are required to comprehend literature in the Language 7 Arts classroom. While many ASD learners are capable of reading at grade level, struggles still exist. Children with ASD typically have well-developed skills in word recognition, but their reading comprehension skills are generally impaired regardless of where they fall on the autism spectrum (Nation, Clarke, Wright, & Williams, 2006). The struggles ASD readers face make the comprehension of narrative texts far more challenging for them than for their neurotypical classmates. This concept goes beyond just ASD readers as even those students who are considered fluent readers will face challenges as texts become longer and more difficult, and when faced with the complex cognitive demands that reading comprehension requires (Randi, Newman, & Grigorenko, 2010). Admittedly, this topic holds a personal connection for me. My six-year-old son, Jace, was diagnosed with autism three years ago in addition to severe developmental delays, and I am slowly learning to navigate his educational needs and goals as he progresses through the public-school system. Jace is also currently non-verbal, making literary education even harder to establish for him, yet all the more important for me to consider as I am, and will always be, his greatest educational advocate. Encouraging