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261 results

Article

Experiences of Parents and Teachers in Teaching Reading Fluency Among Grade One Learners in Distance Education

Available from: Auricle Global Society of Education and Research

Publication: Journal for ReAttach Therapy and Developmental Diversities, vol. 6, no. 9s

Pages: 1332-1339

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Abstract/Notes: The research sought to find information that provides solutions for teaching reading fluency among grade one learners in distance education to identify the underlying factors that affect the teaching and learning process in Pulangbato Elementary School, Quiot Elementary School, and Maria Montessori International School, Cebu, Philippines. This research delved into the experiences of the parents' personal opinions concerning learners' reading habits and fluency at home, teachers’ opinion survey on reading, how parents' involvement affects learners' reading fluency, and parents' and teachers' challenges in teaching reading to learners on distance learning. It employed a Qualitative-Phenomenological method with 18 teachers and 18 parents from 3 different schools as participants. The researchers utilized an interpretative phenomenological analysis with the help of a survey questionnaire to determine the experiences of both participants, the parents, and teachers. The results of the study revealed that both participants, the parents, and the teachers, are still trying their best to adapt to the new normal set-up of learning, distance education. The parents favor having face-to-face classes for they are not confident with their ways of teaching, especially in teaching reading fluency among their learners. In addition, they are having difficulty balancing their work and, at the same time, teaching their learners.

Language: English

ISSN: 2589-7799

Conference Paper

Effects of Intrinsic and Extrinsic Motivators on Reading Retention in Montessori and Traditional Students

Available from: AERA Online Paper Repository

American Educational Research Association Annual Meeting (2010, Denver, Colorado

Comparative education, Montessori method of education, Motivation (Psychology)

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Abstract/Notes: The current study addresses whether the type of motivator students receive while reading and the school program they attend influences reading retention. Fifth-graders were randomly assigned to read text passages within a context of either intrinsic (learn for fun) or extrinsic (learn to receive a prize) motivators. Retention of the text passage was measured immediately and after a one-week delay. Changes in story recall scores varied as a function of both program type (traditional vs. Montessori) and experimental motivator. Improvement in performance after delay was only evident for Montessori students provided with an intrinsic motivator. The results illuminate how the type of pedagogy and academic motivators a student has been exposed to influence how students approach learning.

Language: English

Published: Washington, D.C.: American Educational Research Association, 2010

Article

✓ Peer Reviewed

Book Review: Powerful Literacy in the Montessori Classroom: Aligning Reading Research and Practice

Available from: University of Kansas Libraries

Publication: Journal of Montessori Research, vol. 9, no. 2

Pages: 80-84

Book reviews, Montessori method of education - Criticism, interpretation, etc.

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Abstract/Notes: A century on, as young children in Montessori classrooms around the world continue to engage with Sandpaper Letters, Metal Insets, Moveable Alphabets, and Reading Command cards, an accumulation of studies into how children learn to read from across a range ofdisciplines has generated an influential body of research evidence that has been dubbed the science of reading. The science of reading is currently being used to shape education policy and mandated curriculum documents, especially in the English-speaking world. For this reason, the comparative analysis of the Montessori approach and the science of reading presented in Powerful Literacy inthe Montessori Classroom: Aligning Reading Research and Practice will be welcomed by many Montessori educators.

Language: English

DOI: 10.17161/jomr.v9i2.21350

ISSN: 2378-3923

Article

More Flexible Approach to Reading Mooted

Available from: The Times Educational Supplement Historical Archive - Gale

Publication: The Times Educational Supplement (London, England)

Pages: 17

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Language: English

ISSN: 0040-7887

Article

Children's Reading; The Montessori Method

Available from: The Times Educational Supplement Historical Archive - Gale

Publication: The Times Educational Supplement (London, England)

Pages: 287

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Language: English

ISSN: 0040-7887

Article

English Reading Difficulties; The Montessori Solution

Available from: The Times Educational Supplement Historical Archive - Gale

Publication: The Times Educational Supplement (London, England)

Pages: 227

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Language: English

ISSN: 0040-7887

Article

Dr. Montessori on Script; Writing Before Reading

Available from: The Times Educational Supplement Historical Archive - Gale

Publication: The Times Educational Supplement (London, England)

Pages: 260

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Language: English

ISSN: 0040-7887

Article

The Teaching of Reading

Available from: The Times Educational Supplement Historical Archive - Gale

Publication: The Times Educational Supplement (London, England)

Pages: 107

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Abstract/Notes: Letter to the Editor

Language: English

ISSN: 0040-7887

Article

The Teaching of Reading

Available from: The Times Educational Supplement Historical Archive - Gale

Publication: The Times Educational Supplement (London, England)

Pages: 85

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Abstract/Notes: Letter to the Editor

Language: English

ISSN: 0040-7887

Article

✓ Peer Reviewed

The Development of Reading and Writing Based on Montessori Educational Materials / Развитие Чтения И Письма На Основе Учебных Материалов Монтессори

Available from: W Portfolio

Publication: Eurasian Humanitarian Journal / Евразийский гуманитарный журнал, vol. 2023, no. 4

Pages: 68-80

Asia, China, East Asia, Montessori materials, Montessori method of education - Criticism, interpretation, etc., Taiwan

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Abstract/Notes: The study presents the results obtained in the long-term project “Taiwan preschool English classes: Montessori and non-Montessori approaches”. The article focuses on the analysis of the Montessori materials commonly implemented for teaching very young learners of English. Their teaching materials (e.g. vowel matching cards, sandpaper letters, sentence analysis signs) help to develop all four skills of English at the very early age. Furthermore, they let the kindergartners get acquainted with some metalinguistic knowledge of phonology (e.g. phonics, sound blend), syntax (sentence structure with parts of speech), morphology (building words) etc. Such deeper learning of English as foreign language by very young learners in a playful way leads to the fact that 4-6 years old Taiwanese children have a good foundation of basic English in speaking, reading, listening and writing, while growing in non-naturalistic environment of English. / В статье представлены результаты, полученные в рамках долгосрочного проекта «Тайваньские дошкольные занятия по английскому языку: Методика Монтессори и не-Монтессори». Статья посвящена анализу учебных пособий Монтессори, используемых для дошкольного обучения английскому языку (например карты соответствия гласных, наждачные буквы, знаки для анализа предложений), помогают развить все четыре навыка английского языка в самом раннем возрасте. Кроме того, они позволяют дошкольникам познакомиться с некоторыми металингвистическими знаниями фонологии (пр. фониксы), структуры предложений (с частями речи), морфологии (построение слов) и т. д. Такое более глубокое изучение английского языка как иностранного дошкольниками в игровой форме приводит к тому, что 4-6-летние тайваньские дети имеют хороший фундамент базового английского языка в разговорной речи, чтении, аудировании и письме, при этом не живя в среде английского языка.

Language: English

ISSN: 2587-6589

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