Quick Search
For faster results please use our Quick Search engine.

Advanced Search

Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.

439 results

Article

Developing Reading Automaticity and Fluency: Revisiting What Reading Teachers Know, Putting Confirmed Research into Current Practice

Available from: Scientific Research

Publication: Creative Education, vol. 9, no. 6

Pages: 838-855

See More

Abstract/Notes: This article revisits research on reading automaticity and fluency with the goal of helping beginning reading teachers put confirmed research findings into current classroom practice. The article examines the concepts of automaticity and fluency, how both impact the development of skillful reading. The article reviews research on: a) reading strategies children use, and b) repeat reading teaching strategies to develop fluency. Case scenarios illustrate key findings. Based on the research and case scenarios, four conclusions are drawn: 1) The terms automaticity and fluency are often interchanged; the concepts are not the same; 2) Understanding the differences between automaticity and fluency can impact repeat reading teaching strategies; 3) There is an assumption that rapid word recognition is the same cognitive process as automatic word decoding; and 4) There are two pathways to fluent reading, rapid word recognition, and automatic decoding ability. The article presents a theoretical model which aligns with childhood learning theories, offering teachers a variation in repeat reading teaching strategies. Rather than repeating reading the same text, opportunities to read slightly different, decodable text improves decoding, builds fluency, and thus strengthens children’s reading comprehension of complex text.

Language: English

DOI: 10.4236/ce.2018.96062

ISSN: 2151-4755, 2151-4771

Master's Thesis (Action Research Report)

Read Like You are Talking to a Friend: The Effects of Using a Systematic Approach, Including Teacher Modeling, Repeated Reading, and Corrective Feedback on the Reading Fluency and Prosody of Students in a 6-9-year-old Public Montessori Classroom

Available from: St. Catherine University

Action research, Lower elementary, Montessori method of education

See More

Abstract/Notes: The purpose of this study was to determine effective ways to improve fluency among lower elementary Montessori students. The study was comprised of 33 students ages 6-9 who attend public Montessori classrooms in North America. The field of research on reading fluency and comprehension was surveyed as a background to support this action research study, which utilized an experimental design, collecting quantitative data through student-generated artifacts. The researchers implemented a reading block into their Montessori classrooms. The large and small group lessons focused on modeled readings from the teacher, repeated readings, and corrective feedback. Data was collected at the beginning and end of the study. Data included words read correctly after three reads, comprehension and fluency scores, and two student selfevaluations rating their knowledge and feelings about reading. Students made progress in all areas measured, including fluency, comprehension, and feelings about reading. This research highlights the benefit of a designated daily reading block and explicit reading instruction, incorporating teacher modeling, repeated reading, and corrective feedback.

Language: English

Published: St. Paul, Minnesota, 2018

Article

Montessori's Reading Principles Involving Sensitive Period and Method Compared to Reading Principles of Contemporary Reading Specialists

Publication: American Montessori Society Bulletin, vol. 5, no. 4

Pages: 1-12

Reading teacher, ⛔ No DOI found

See More

Language: English

ISSN: 0277-9064

Article

Montessori's Reading Principles Involving Sensitive Period Method Compared to Reading Principles of Contemporary Reading Specialists

Available from: JSTOR

Publication: The Reading Teacher, vol. 21, no. 2

Pages: 163-168

See More

Language: English

ISSN: 0034-0561

Montessori's Reading Principles Involving Sensitive Period and Method Compared to Reading Principles of Contemporary Reading Specialists

See More

Language: English

Published: Cincinnati, Ohio, 1966

Book Section

Reading: Game for Reading Words; The Exercise with Classified Cards; Commands - The Reading of Sentences

Book Title: The Discovery of the Child

Pages: 245-256

Maria Montessori - Writings

See More

Abstract/Notes: Formerly entitled The Montessori Method: Scientific Pedagogy as Applied to Child Education in the Children's Houses. This book was first published in 1909 under the title 'Il Metodo della Pedagogia Scientifica Applicato all'Educazione Infantile nelle Case dei Bambini' ('The Montessori Method: Scientific Pedagogy as Applied to Child Education in the Children's Houses) and was revised in 1913, 1926, and 1935. Maria Montessori revised and reissued this book in 1948 and renamed it 'La Scoperta del Bambino'. This edition is based on the 6th Italian edition of 'La Scoperta del Bambino' published by the Italian publisher Garzanti, Milan, Italy in 1962. M. J. Costelloe, S. J. translated this Italian version into the English language in 1967 for Fides Publishers, Inc. In 2016 Fred Kelpin edited this version and added many footnotes. He incorporated new illustrations based on AMI-blueprints of the materials currently in use.

Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2017

ISBN: 978-90-79506-38-5

Series: The Montessori Series , 2

Master's Thesis (Action Research Report)

The Effects of Book Workshops on Emergent Reading Skills in Montessori Early Childhood

Available from: St. Catherine University

Action research

See More

Abstract/Notes: The purpose of this action research study was to increase preliteracy skills, confidence, and interest in reading in a Montessori early childhood environment through a reading workshop model. Given the pressure on teachers to create stronger readers at younger ages, this work discusses developmentally appropriate language tasks for children ages three- to six-years-old using the Montessori method and emergent literacy theory frameworks. Research suggests children who exhibit confidence and interest in reading develop strong preliteracy skills. These factors predict capable and active readers. For six weeks, a Montessori early childhood classroom of 14 students and three adult guides participated in daily 30-minute reading workshops. These workshops included a short explicit language lesson lasting under 10 minutes, followed by an extended free reading time. The development of preliteracy skills, student confidence in skills, and interest in reading were tracked through formative assessments, observation, student-teacher conferencing, and student self-assessments. After the intervention, an increase in preliteracy skills, interest, and confidence were noted. The students requested to continue reading workshops due to high interest. Further work is needed to analyze the development of reading skills through the reading workshop intervention.

Language: English

Published: St. Paul, Minnesota, 2020

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

Article

Shared Reading: Critical to a Balanced Reading Program

Publication: The National Montessori Reporter, vol. 29, no. 3

Pages: 14–19

See More

Language: English

Article

Montessori: The Act of Reading and the Art of Reading

Publication: The National Montessori Reporter, vol. 5, no. 2

Pages: 2

See More

Language: English

Advanced Search