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Master's Thesis
Literacy Engagement and the Impacts on Literacy Development
Available from: MINDS@UW River Falls
Attention in children, Literacy, Montessori method of education
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Abstract/Notes: The most common reason for a person to partake in reading and writing is enjoyment which also provides intrinsic motivation. Students who have intrinsic motivation are more likely to be engaged and interact deeply in the literacy activity, which has shown to increase comprehension and higher reading achievement. Intrinsic motivation and engagement are vital in creating life-long readers and writers. Engaged literacy activities are both a goal of instruction and a pathway to achieve success. The purpose of this research project was to study the effects of engagement strategies and the use of social justice literature on literacy development. This study took place at a public Montessori school located in the Midwest. There was a total of twelve students which consisted of first and second graders aged six through eight years old. Over the span of the twelve-week study, the engagement strategies of experiential learning, interactive read-aloud, and interactive writing were implemented. Student behaviors, knowledge, and skills were assessed to place students on the Reading Developmental Continuum through observation and miscue analysis before and after the strategies were implemented to determine literacy growth in engagement, comprehension, and language-to-print connections. The results indicated growth in all three reading components. It also revealed an increase in students’ social justice awareness and sense of agency. This suggests that engagement strategies rooted in rich meaningful literature positively impact students’ literacy development.
Language: English
Published: River Falls, Wisconsin, 2021
Conference Paper
Effects of Multigrade Classes on Student Progress in Literacy and Numeracy: Quantitative Evidence and Perceptions of Teachers and School Leaders
Available from: ERIC
Annual Meeting of the Australian Association for Research in Education (Adelaide, Australia, November 29-December 3, 1998).
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Abstract/Notes: On the basis of a comprehensive best-evidence synthesis of the literature on the effects of multigrade and multi-age classes, Veenman (1995) concluded that there were no significant differences between multigrade and single-grade classes in cognitive or achievement effects. Subsequently, Mason and Burns (1996) challenged Veenman's conclusion, claiming that multigrade classes have at least a small negative effect on achievement, as well as having potential negative effects on teacher motivation. Multigrade classes are used extensively within Victorian primary schools, sometimes by choice but at other times as a result of the combined pressures from staff-student ratios and enrollment numbers at particular grade levels. The issue of their contribution to effective learning is thus a critical, practical one, as well as an interesting research question. Analysis of data from the Victorian Quality Schools Project, a large, comprehensive, three-year, longitudinal study of school and
Language: English
Master's Thesis (Action Research Report)
Literacy Approaches in Montessori 3-6: An Action Research Project
Available from: St. Catherine University
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Abstract/Notes: The purpose of this research study was to examine connections between the early introduction of Montessori phonograms and increased student-led writing with the Movable Alphabet. This paper discusses the politics of literacy instruction and common literacy approaches used in Montessori early childhood settings, and examines best literacy practices for early childhood students. The study gathered data from Montessori early childhood educators and 19 students in a Montessori early childhood classroom. The classroom data was collected over four weeks, introducing phonograms alongside individual Sandpaper Letters. Children were then given the choice between using objects to guide their writing with the Movable Alphabet and writing their own words without object prompts. The findings indicate that when given the choice, children choose to write their own words. Based on the conclusions from this study, the Montessori education community could benefit from further study on literacy instruction and high-fidelity Montessori practice.
Language: English
Published: St. Paul, Minnesota, 2020
Book
The acquisition of written narrative discourse competence: the emergent literacy of young children writing to read in Montessori and kindergarten classrooms
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Language: English
Published: [S.I.]: University of California, 1992
Book
Montessori Read and Write: A Parents' Guide to Literacy for Children
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Language: English
Published: New York, New York: Crown, 1998
Book
Montessori Read and Write: A Parents' Guide to Literacy for Children
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Language: English
Published: New York, New York: Three Rivers Press, 1998
Edition: 1. pbk. ed
ISBN: 0-609-80335-2
Article
From Ecological Literacy to Ecological Design Intelligence
Publication: NAMTA Journal, vol. 29, no. 2
Date: 2004
Pages: 169–174
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Article
Literacy and the Oral Foundation of Education
Publication: NAMTA Journal, vol. 18, no. 1
Date: 1993
Pages: 11-46
Early childhood care and education, Early childhood education, Language acquisition, Literacy, Montessori method of education, North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: Traces the richness of oral forms of expression used in nonliterate societies from ancient times to the present. Discusses the implications of research on orality for the early childhood curriculum and for methods of teaching young children. (BC)
Language: English
ISSN: 1522-9734
Article
A Literacy Worth Having
Publication: NAMTA Journal, vol. 20, no. 2
Date: 1995
Pages: 187-193
North American Montessori Teachers' Association (NAMTA) - Periodicals, Rexford Brown - Writings
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Abstract/Notes: Discusses the literacy program of a charter school in Denver, Colorado, which focuses on the basic literacy of reading and writing spoken, computer, and mathematical languages, along with the languages of music, dance, and the visual arts. The curriculum also emphasizes higher-level scientific, civic, and cultural literacy.
Language: English
ISSN: 1522-9734
Article
Computers, Language Development, and Literacy and the Preschool Level
Publication: NAMTA Bulletin
Date: Mar 1999
Pages: 1-5
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English