For faster results please use our Quick Search engine.
Advanced Search
Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.
Doctoral Dissertation
Improving Early Reading Skills of First-Grade Students with Learning Disabilities Using Montessori Learning Strategies
Available from: ProQuest Dissertations and Theses
Children with disabilities, Inclusive education, People with disabilities
See More
Abstract/Notes: This study focused on helping students with learning disabilities to improve their listening comprehension and acquire early reading skills of decoding, reading and understanding what a word and two- or -three-word phrases say. Since reading at the advanced stage involves comprehension of sentences and paragraphs, in this study, building the foundation of reading at the word level is the logical place to start. With that skill in place, combining words into a phrase and understanding what it means will be the next step. Meanwhile, helping the students understand what was read to them through questioning builds their listening comprehension skills, which will be a great help in reading comprehension once the students have advanced enough to read sentences and paragraphs. The target group used for this study included six 1st graders with learning disabilities, who had difficulties with reading and comprehending. These 1st graders with learning disabilities were not taught one-on-one due to large class size. They had no knowledge of phonics. They could not relate the sounds they heard to the letters of the alphabet. The curriculum-based assessment (CBA) model was the alternative assessment model that was used to assess the students. The 12-week intensive study focused on two variables: a dependent variable and an independent variable. The dependent variable was reading at the word and phrase level, and the independent variable was word sound, blending vowels, consonant blending, and consonant and vowel blending. The scientific methodology was the single subject model, a 1-minute assessment. Each student was assessed for 1 minute each day for 3 days. The results of the assessment were used to determine the baseline before the intervention implementation. This methodology is also known as "AB Design." AB refers to a two-phase design, the baseline phase and the intervention phase. The intervention phase was introduced after the baseline phase was established and recorded in data format. Intervention data were recorded as well. The data collected were graphed in two phases. The results showed that the students were able to learn how to read and acquire comprehension within the 12 weeks. The reading strategies that were used in this study were based on Montessori's methods, which is a methodology in learning how to decode words which leads to automatic reading. These strategies are being used in Montessori schools throughout Dade County public schools, but not particularly with special education students. The results of this study were positive.
Language: English
Published: Cincinnati, Ohio, 2003
Video Recording
Montessori: A Core Curriculum for Hearing Impaired Children with Learning Disabilities
Available from: US National Archives Research Catalog
Americas, Children with disabilities, Deaf, Hearing impaired children, Inclusive education, Learning disabilities, Montessori method of education, North America, United States of America
See More
Language: English
Article
Montessori and Learning Disabilities
Publication: The National Montessori Reporter, vol. 5, no. 1
Date: Feb 1981
Pages: 4
See More
Language: English
Article
Montessori and the Teacher of Children with Learning Disabilities: A Personal Odyssey
Publication: Around the Child, vol. 14
Date: 1971
Pages: 36-38
See More
Language: English
ISSN: 0571-1142
Article
Learning Disabilities and Montessori
Publication: AMS News, vol. 6, no. 2
Date: 1975
Pages: 7
See More
Language: English
ISSN: 0065-9444
Article
Montessori Concerns: Moral Development and Learning Disabilities Keynotes of AMS 13th Seminar/Conference
Publication: AMS News, vol. 5, no. 1
Date: 1974
Pages: 1, 3
See More
Language: English
ISSN: 0065-9444
Article
Montessori and Learning Disabilities
Publication: The National Montessori Reporter, vol. 5, no. 2
Date: Apr 1981
Pages: 4
See More
Language: English
Book
Standardized Scrutiny Learning Disabilities Testing at the Elementary Montessori 6-9 Level
See More
Language: English
Published: [S.I.]: s.n.], 1983
Article
Montessori and Learning Disabilities
Publication: NAMTA Journal, vol. 19, no. 2
Date: 1994
Pages: 151-169
Children with disabilities, Inclusive education, Learning disabilities, Montessori method of education, North American Montessori Teachers' Association (NAMTA) - Periodicals
See More
Abstract/Notes: Discusses the characteristics of learning disabilities in the areas of coordination, language, attention, and perception, and explains how the Montessori method can be used to educate young children with these disabilities. The method relies on a developmental approach that ensures the child a wholesome environment in which to thrive. (MDM)
Language: English
ISSN: 1522-9734
Article
ICTs and Montessori for Learning Disabilities
Available from: iJES
Publication: International Journal of Recent Contributions from Engineering, Science, and IT (iJES), vol. 5, no. 3
Date: 2017
Pages: 77-84
Children with disabilities, Inclusive education, Information and communications technology (ICT), Learning disabilities, Learning disabled children, Montessori method of education, People with disabilities, Technology and children
See More
Abstract/Notes: This paper concentrates on the Montessori philosophy and examines how this learning theory currently gives credence to cognitive processes of the mind, as suitable intervention used to the training of children with learning disabilities. Furthermore, Montessori’s system and materials in combination with the support of new technologies as well as their implementation on various kinds of Information and Communication Technologies (ICTs) have great successes regarding the support of disability and the enhancement of learning process.
Language: English
ISSN: 2197-8581