Running head: LEARNING TO READ 1 LEARNING TO READ 6 Learning to Read Mary Williams CSU 3/10/19 Learning to Read Learning to read entails a complicated process progressing continuously from childhood. Orthographic knowledge and phonological awareness are ideal in the acquisition of reading and related writing skills. Their learning to read attributes to the ability of an individual and the information stored on memory to encode a spoken language. Also, the ability to comprehend, as well as detect the sound, and any units even small of distinct sounds in a speech postulate the process of learning that is unique to each. From the empirical studies by Gray (2010), I have got to acknowledge that individuals, especially children take their primary step early in life to learn how to write and read. They develop fundamental concept understanding revolving around literacy and its importance before exhibiting production skill of reading and writing. Research postulates that children acknowledge the use of symbols, incorporating oral language, prints, pictures, and take part incoherent combination, therefore, facilitating their communication and creation of meaning in various contexts. Children acquire substantial knowledge attributing to systems of the alphabet; begin to process the relationship between letters and sounds, as well as reading words, from their initial interaction and experiences with adults. In their continuous learning process, they effectively incorporate these formulations into structures and patterns that in turn facilitate fluency, as well as automaticity in learning. The all or nothing analogy defines the developmental continuum, thus conceptualizing acquisition of the learning skills. Affirmatively, research on “learning to read” shows that the process develops naturally only after careful instruction and planning. Active and regular interactions with prints are of the essenceof this process. Immediate experiences with written and oral language lead to the required specific abilities critical for writing and reading. The skills one has early in their lives define the expectations and assumptions concerning inspiring a child to practice learning and becoming literate. From differentbackgrounds, the young person gets to acknowledge that writing and reading are significant elements that enable them to execute different things in their lives. Moreover, children begin experimenting with language in their first periods of life. For instance, toddlers produce sounds imitating rhythms and tones of adult talk as they read facial expressions and gestures. Therefore, associating sequences of sounds with words frequently heard also, children delight in listening to familiar rhymes and jingles, manipulate objects like alphabet blocks and board books, as well as playing along with games such as pat-a-cake and peek-a-boo in their play. As a result, children learn to use several symbols from these first beginnings. .

1. Running head: LEARNING TO READ 1
LEARNING TO READ 6
Learning to Read
Mary Williams
CSU
3/10/19
Learning to Read
Learning to read entails a complicated process progressing
continuously from childhood. Orthographic knowledge and
phonological awareness are ideal in the acquisition of reading
and related writing skills. Their learning to read attributes to
the ability of an individual and the information stored on
memory to encode a spoken language. Also, the ability to
comprehend, as well as detect the sound, and any units even

2. small of distinct sounds in a speech postulate the process of
learning that is unique to each.
From the empirical studies by Gray (2010), I have got to
acknowledge that individuals, especially children take their
primary step early in life to learn how to write and read. They
develop fundamental concept understanding revolving around
literacy and its importance before exhibiting production skill of
reading and writing. Research postulates that children
acknowledge the use of symbols, incorporating oral language,
prints, pictures, and take part incoherent combination, therefore,
facilitating their communication and creation of meaning in
various contexts.
Children acquire substantial knowledge attributing to systems of
the alphabet; begin to process the relationship between letters
and sounds, as well as reading words, from their initial
interaction and experiences with adults. In their continuous
learning process, they effectively incorporate these formulations
into structures and patterns that in turn facilitate fluency, as
well as automaticity in learning. The all or nothing analogy
defines the developmental continuum, thus conceptualizing
acquisition of the learning skills.
Affirmatively, research on “learning to read” shows that
the process develops naturally only after careful instruction and
planning. Active and regular interactions with prints are of the
essenceof this process. Immediate experiences with written and
oral language lead to the required specific abilities critical for
writing and reading. The skills one has early in their lives
define the expectations and assumptions concerning inspiring a
child to practice learning and becoming literate. From
differentbackgrounds, the young person gets to acknowledge
that writing and reading are significant elements that enable
them to execute different things in their lives.
Moreover, children begin experimenting with language in
their first periods of life. For instance, toddlers produce sounds
imitating rhythms and tones of adult talk as they read facial
expressions and gestures. Therefore, associating sequences of

3. sounds with words frequently heard also, children delight in
listening to familiar rhymes and jingles, manipulate objects like
alphabet blocks and board books, as well as playing along with
games such as pat-a-cake and peek-a-boo in their play. As a
result, children learn to use several symbols from these first
beginnings.
In kindergarten, knowledge of the function and forms
constitute a primary foundation from which children
increasingly become sensitive to words, sounds, names, as well
as letter shapes. However, a similar level of knowledge on
printed languages does not attribute to all children joining
kindergarten. Therefore, estimation of the building and
development of a child in this base encompass a primary domain
of problem and solution of learning to read. Accounting for the
different children requires adapting specific instructions. As a
result, the knowledge of children with experiences about prints
gets extended by the direction. Therefore, they learn more about
the sound correspondence of letters and their formal features.
Additionally, introducing children with poor prior
experiences to principles of alphabets comprising of a set of
alphabetic letters and corresponding sounds constituting words
require direct and focused instruction. Individualized
instructions for reading such as modern methods for brain
imaging unique learning styles of children and programs for
digital-text delivery get used in teaching reading to children as
per their learning abilities (Rose & Dalton, 2009). This
phenomenon postulates the analogy in the draft essay that each
child possesses unique needs that affect their ability to learn
and that these needs are not merely different functions of brain
hardware but also get influenced by the child’s whims, wishes,
and experiences, which the child controls.
Conversely, systematic types of instruction codes, coupled
with a meaningful report of reading of nature, as well
asexcellent progress of children in reading constitute a
significant method of enhancing learning capabilities in
children. The instructions serve a substantial role in teaching

4. the essential relationship of sounds and letters which then get
practiced after that through the numerous reading opportunities.
Therefore, coding skills of alphabet become acquired by
children in recognition of a vast array of words and the process
of text recognition become automatic. Children then allocate
much attention to comprehending higher level processes; they
read more often as the experiences have proved rewarding.
However, the primary concern of the learning process
entails the accurate identification of words and fluency.
Participation of children in reading different varieties of
comprehensible and interesting materials constitutes a practical
solution to this concern. At first instances, children learn
deliberately and slowly in the attempt of grasping and focusing
on the content. Thus, the comprehension, fluency and reading
expression improves generally on a reading of familiar texts.
Research postulates that continuous reading plays a significant
role in enhancing learning in the digital era, especially when the
young generation reads short selections, therefore, significantly
improving their comprehension, fluency, as well as confidence
in reading (Rose & Dalton, 2009). Presently, children have the
capabilities of intentionally making use of metacognitive
strategies, as well as predictions about the context they are
reading. Their experiences in questioning if necessary,
rereading, and self-correcting themselves, thus giving evidence
that they can adequately understand their learning instructions
and process upon understanding the breakdowns.
In conclusion, the circumstances surrounding the
environment of children empower their process of learning to
read and write. The orchestrate learning originates from the will
of children as they get pointers and inquire from those around
them., therefore, an individualized form of learning that needs
no imaging. It is at different schedule and pace that children
learn to write and read. Children still have numerous elements
to acknowledge literacy as they further along the path of
individualized writing and reading. With the incorporation of
instructions of high quality, the young people will become able

5. o decode texts with the use of different strategies and facility
degree to adapt to numerous text types. Therefore, they for
multiple purposes effectively communicate by making use of
conventionalized punctuation and spelling.
References
Gray, P. (2010). Children Teach Themselves to Read. The
Unschooler’s Account of How Children Learn to Read.
Retrieved on March 8, 2019. From:
https://www.google.com/amp/s/www.psychologytoday.com/us/b
log/freedom-learn/201002/children-teach-themselves-
read%3famp
Rose, D., & Dalton, B. (2009). Learning to Read in The Digital
Age. Mind, Brain, and Education, 3, 74-83.
Association of smoking history and periodontal disease
To evaluate smoking history as a risk factor for developing
periodontal disease we will conduct a nested case-control
study. With this type of study design we can eliminate recall
bias commonly found in case-control studies; cases and controls
are more comparable as they come from the same cohort.
Our target population is all adults between 30 years old and 64
years old and our source population will be from a cohort study
that includes smoking status in the baseline characteristics of
the population, i.e the Atherosclerosis Risk in Communities
Study (ARIC), US national registries.
Exposure will be defined as smoker or nonsmoker. This

6. exposure is included in the baseline characteristics of our
cohort. By the time a case is identified it will be review from
the baseline characteristics if they have smoking history.
The main comparison groups of participants in the study will be
persons with periodontal disease (cases) and persons without
periodontal disease (controls). With every case identified, there
will be 2 controls selected from the same cohort that have not
develop the disease in that period.
Our main outcome is periodontal disease and our cohort will be
asked if they have been told to have periodontal disease every
year for 5 years.
In nested case control studies, it is not possible to identify the
incident rate, cumulative incidence or prevalence, as our control
is a group of the cohort and don’t represent the entire
population.
Odds Ratio (OR) will be used for our association measure as we
can’t calculate incidence in case-control studies; we will find
how more often is smoking in periodontal disease than
nonsmokers.
Running head: ILLUSTRATION ESSAY ON GOD’S
EXISTENCE 1
ILLUSTRATION ESSAY ON GOD’S EXISTENCE
2
Illustration Essay on God’s Existence

7. Mary Williams
Illustration Essay on God’s Existence
Introduction
The world has had various ideologies regarding the existence or
no existence of God. Various studies have been conducted either
to support or reject the possibility of God’s existence. There are
however more signs that God exists than there are signs of non-
existence. Sometimes the ideology of existence is connected to
a strong faith in God, while the rejection is associated with non-
believers. The existence of God is mainly supported by the
different wonders of the world that can clearly be identified
(Holder 2017). In addition, the strong background of the various
religions in the world indicates a strong power behind the
strong belief in worship. The world presents different examples
that could be used to support the existence of God better than
the ideology could be rejected.
The complexity of the earth as a planet is one reason to believe
in the existence of God. The earth is part of a planet system that
makes up the universe. However, the earth is unique in various
ways as it supports life. The size of the world is said to be quite
unique in comparison to the rest of the planets. In this regard,
the size allows the atmospheres to have a balanced amount of
gases that support life. On the contrary, Jupiter for instance, it
too big and therefore holds too much hydrogen gas. This is not
ideal for the existence of life (Gellman 2017). On the other
hand, Pluto is smaller than the earth and therefore does not
provide an effective atmosphere to support life. There is a
reason behind the unique and perfect size of the earth that
allows human beings and animals to survive. The earth is also
associated with other elements such as the water. The water is a
strange element in that is odorless, colorless, life cannot exist
without it. There must be a force that made sure the earth is as
unique and perfect as it is to support life. Science has not been
able to explain the reason behind the strange appearance of the
earth.

8. It is also surprising to see how the universe obeys the uniform
laws of nature. The scientists are yet to determine the formula
applied by nature to apply the same laws each and every time
(Holder 2017). For instance, it is not scientifically proven why
some hot matter will eventually become cold at all times. Why
would the matter not remain hot? Why would a cold matter not
become hot by being placed in the open? There must be a reason
why nature is able to follow the same rules of nature at all
times. If there was no order, it could be easy to say that nothing
else is in control. It is an indication that nature obeys some
more powerful being, in this case, God.
Atheists are a major reason that would consider the existence of
God being real. In this regard, atheists have always been against
the people that believe and proclaim the existence of God. The
law of nature dictates that one would not be jealous of
something that is non-existent. In addition, one would not be
bitter because others are worshipping something that does not
exist. This means that God exists by the fact that he is opposed
by some people. In addition, atheists have not brought about
any facts to prove that there is no God. On the other hand, there
have been so many signs that God exists and is in control.
Therefore, they are a major reason to conclude that there are
higher chances of God’s existence rather than non-existence.
Human body presents an amazing proclamation that there are
signs of God. The body cells of a human being are strange and
cannot be explained into details. For instance, one’s DNA cells
are different from those of other people all other the world,
despite them being in millions. The DNA structure acts as a
system of command for the body and controls the functions of
the body, Science is yet to explain how the commanding of the
body is attained without a force behind it. This is an indication
that God’s power enables this as a miracle in people’s bodies to
enhance identification and effective functioning.
Conclusion
Taking the position of the many examples given, one concludes
of higher chances of God’s existence. The strange nature of the

9. world, the unique aspect of human DNA, the role of atheists as
well as the role of the universe in obeying a uniform law of
nature indicates that there is more than people can see. Science
has tried to determine the reason for all the occurrences but is
yet to have an answer. Getting an answer will not be easy soon.
God’s existence is therefore real.
References
Gellman, J. (2017). Mystical experience of God: A
philosophical inquiry. Routledge.
Holder, R. D. (2017). God, the multiverse, and everything:
Modern cosmology and the argument from design. Routledge.
Running head: EXISTENCE OF GOD PHENOMENON 1
EXISTENCE OF GOD PHENOMENON
2
Existence of God Phenomenon
Mary Williams
CSU
02/26/2019
Existence of God Phenomenon
Introduction
There are many reasons to believe in the existence of God rather
than not to believe. The past has presented many different

10. notions regarding the existence of God. To the current, there are
as many people who feel that the existence of God is an
imagination. However, an imagination could also not be ruled
out completely. There are many wonders that happen in the
world that make one believe in such existence. Some people feel
that there exists a supernatural being, even though they don’t
accept such as God. On the other hand, religions have come up
with various reasons as to why God exists and is beyond any
doubt. There are many examples that elaborate on the
possibility of God’s existence.
One major example explaining the existence of God is the
complexity of the Earth as a planet. There are many amazing
things that happen to us that indicate some more powers beyond
the human imagination. For instance, the earth is seen to be of a
perfect size that supports life. The size of the earth ensures that
it is not too small to accommodate enough atmospheres (Holder,
2017). In addition, the size is not too big to accommodate some
gases such as hydrogen that would not be needed for the support
of life. The size of the earth ensures that there is enough
atmosphere space that supports a perfect mixture of gases,
which in turn support the existence of animals, plants and other
creatures. This must not be a coincidence whatsoever. Other
planets are bigger or smaller than the earth and do not support
life. There must be a force behind the existence of unique
features on earth that support life.
Another example explaining the existence of God is the way
that the universe obeys uniform laws of nature. The scientists
have trained to determine the reason why the same laws of
nature are followed by the universe on a daily basis. For
instance, when one places a hot cup of tea in the open, it shall
get cold with time. When this is repeated in different days and
locations, the same happens. Research done has not been able to
determine the reason why this has to be the case all the time.
Richard Feynman, for instance, felt that it is a miracle for the
world to have such common and uniform rules. The fact that he
stated the possibility of a miracle indicates another greater

11. force that ensures that the laws are followed uniformly
(Gellman, 2017). There is no logic that provides that hot tea
must be cold after some point. It could as well be that some
cold tea gets hot in the same manner. This is a mystery that
none of the scientists have been able to understand, and thus
leaving it to the existence and effect of God, the supernatural
power.
The existence of atheists also becomes a roof that God exists.
The atheists act so bitterly over the fact that other people
believe in a God that does not exist. In real life, one would only
be mad about the believing of something that they believe in its
existence. One is only angry about something that is there.
There is no logic why one would be mad about something that
does not even exist in the world. For instance, people get
jealous of others because they feel that other people own or
possess what they have not been able to attain. Therefore, they
have a reason to be jealous and get mad. On the other hand, it
makes no sense to get mad for feeling that some people claim to
own something that they truly do not own. Therefore, atheists
act as agents of showing that there is God, and it is the main
reason they remain bitter.
Another example is seen in the complexity of our bodies.
Human bodies contain cells that are heavily programmed. The
DNA cells of a person are very similar to each other, despite the
fact that they are all different (Holder, 2017). In addition, each
of the DNA cells is different from one person to another and
unique from one person to another. Of all the people in the
world, every person has a unique DNA code. The construction
of such programming could not be possible without someone
doing it.
Conclusion
There are so many examples in the world that indicates a higher
chance of the existence of God. So many of the examples are
beyond human research explanation, meaning there is a power
beyond people’s understanding. From the complexity of the
earth, human body cells, the role of atheists, and the uniform

12. laws of nature, one could have no doubt that God exists. This
conclusion requires no scientific proof, as science has failed to
rule out God’s existence.
References
Holder, R. D. (2017). God, the multiverse, and everything:
Modern cosmology and the argument from design. Routledge.
Gellman, J. (2017). Mystical experience of God: A
philosophical inquiry. Routledge.
Running head: RENTING VS. OWNING 1
RENTING VS. OWNING
2
Renting vs. Owning
Mary Williams
Renting vs. Owning
Similarities
· Agents
· Applications
· Monthly payments
· Contracts
Differences
· Ownership
· Maintenance
· Appreciation
· Insurance

13. · Commitment
· Taxes
Thesis
Renting and owning are similar in that property is involved and
different in regard to the various terms involved in each case.
Similarities
First, renting and owning are similar in that they all involve
agents. When one wants to own a home, he or she is obliged to
get in touch with the agents that deal with home ownership. On
the other hand, one is obliged to get in touch with rental agents
to secure a home of his or her choice. The agents make the work
easier in both cases, where they connect the buyers to the
sellers. In both cases, the agents make all the work easier.
Renting and owning are also similar in that applications are
involved. In renting, one applies to the landlord to have a house
that he will be paying for at the end of every month, or based on
the terms to be agreed upon (Lawson et al, 2016). On the other
hand, owning involves applications in which case a person is
required to fill up the mortgage forms to start the process of
getting home. The applications form part of the financial history
for the applicants.
Owning and renting attract monthly payments. In the renting
aspect, the renter pays monthly rent to the landlord through the
agreed channel. This is a condition that must be met for the
tenant to remain in the house. Owning also involves the monthly
payments of the mortgage to the financial institutions. Most of
the people take up mortgages to build up their homes. They,
therefore, are obliged to repay the amount at the end of every
month.
Owning and renting involves contracts. In renting, the tenant
and the landlord enter into an agreement and sign the lease
agreement document. This marks the beginning of a contractual
relationship between the two parties, which is enforceable by
law. The homeowner and the mortgage provider also come into
an agreement. They sign an agreement that the homeowner will
be making some payments to repay the mortgage at the end of

14. every month. The homeowner also engages the seller of the land
into a sale contract, where they exchange money for the value
of the land.
Differences
Apart from the various similarities between renting and owning,
there are several differences between the two. The first
difference is that seen in the ownership of the property under
consideration. In owning, one becomes the real and legal owner
of the property. Therefore he gains all the rights to do
modifications of the house. On the other hand, a tenant remains
to be the occupier of the house and not the real owner. A tenant
is therefore not allowed to use the house as he may wish, as this
goes against the lease agreement signed at the beginning of the
stay.
Another difference is the aspect of appreciation. In this case,
owning enhances the appreciation of property from time to time,
and as one makes the due payments. On the other hand, paying
rent does not increase the value of the house that one occupies.
Appreciation is directly attached to ownership.
In owning, one is fully committed to the property under
consideration, for instance, a house. The commitment indicates
that one takes all the risks coming with owning the house as
well as the benefits. On the other hand, a tenant is not fully
committed to the house he occupies. The risk of a rented house
is taken by the landlord as well as the benefits accruing from it.
Insurance creates a major difference between renting and
owning. In owning, the owner pays more on the insurance cover
to cater for the house as well as the property (Lawson et al,
2016). On the other hand, renting allows the tenant to insure
what is legally his, and therefore covers the property inside the
house. Insurance is, therefore, more expensive in owning than
in renting.
Payment of taxes also creates some difference between owning
and renting. In owning, one gets a 100% tax deduction on the
payment of the mortgage installments each month. This lowers
the amount of tax that one is expected to pay to the government.

15. On the other hand, renting does not attract any form of tax
deduction whatsoever. One makes the full payment of the rent
as well as the income tax.
Maintenance is also a major difference between owning and
renting. The owner of a house has the role and obligation to
make the necessary adjustments from time to time. He has all
the rights to make the modification that he feels are useful. On
the other hand, it is the role of the landlord to maintain the
house. The tenant has no rights to make adjustments on the
physical building.
References
Lawson, S. J., Gleim, M. R., Perren, R., & Hwang, J. (2016).
Freedom from ownership: An exploration of access-based
consumption. Journal of Business Research, 69(8), 2615-2623.