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

Abstract/Notes: This study compares the opinions of public school teachers of their classroom teaching skills due to participation in the Montessori model of teacher training and the traditional teacher education training programs. The data were collected through a survey of 223 public Montessori schools across the United States. The design used in this study is causal comparative to establish cause and effect. The independent variable is the participation in the Montessori Model of Teacher Training. The dependent variables are the opinions of public school teachers as perceived from participation in the Montessori Model of Teacher Training. Comparisons of teacher opinions were compiled from a survey to ascertain the impact of participation in the Montessori Model of Teacher Training. The population for this study included all teachers employed in the public Montessori schools. The sample included the entire population of teachers who participated in traditional teacher training to earn state licensure and in a Montessori teacher training program. A total of thirty-eight states were included in the survey. A total of 560 surveys were received from the population sample. The teachers surveyed included 81% females and 19% males. The years of teaching experience in public schools were 0–5 years 31%; 6–10 years 28%; 11–15 years 16%; and over 15 years 25%. The years of teaching experience in Montessori schools were 0–5 years 57 %; 6–10 years 23%; 11–15 years 11%; and over 15 years 9%. The basic conclusions from this study indicated that there are significant differences, p < .05, in the responses of teachers who participated in the Montessori model of teacher training and the traditional teacher training for preparation of classroom instruction. In 11 out of the 12 survey items, the diverse approach of teaching used in the Montessori model of teacher training was perceived to be superior to traditional teacher training. However, in one survey question, the traditional teacher training was viewed superior for preparation of teaching in a whole group setting. This study suggest that the responses of teachers strongly recommend the Montessori model of teacher training.

Language: English

Published: Orangeburg, South Carolina, 1997

Language: English

Published: Houston, Texas, 1978

Abstract/Notes: Longitudinal research has demonstrated that children’s emotional and social skills are linked to their early academic achievement (Wentzel & Asher, 1995). Children who have difficulty paying attention, following directions, getting along with others, and controlling negative emotions like anger and distress do not do as well in school (Arnokl et al., 1999; McClelland et al., 2000). Academic achievement in the early years of schooling appears to be built on a firm foundation of children’s social emotional skills (Ladd, Kochenderfer, & Coleman, 1997; O’Neil et al., 1997). Higher quality prekindergarten programs are associated with the early years of schooling and more positive academic outcomes in children (Burchinal et al., 2000). Investments in early childhood programs by state and federal governments have been made with a goal of improving school readiness for low income children. These investments are based on findings that show a link between program quality and children’s academic outcomes. Studies of model programs show that intensive early childhood services can improve children’s cognitive, 2 academic, and social skills with gains maintained into adulthood (Burchinal, Kainz, & Cai, in press). The purpose of this study was to create knowledge that indicates the influence of the social emotional skills children gain by completing prekindergarten. Schools in Sevier County, Tennessee that have prekindergarten classrooms in place were chosen for this study because kindergarten is the next experience children will have after pre-k. Kindergarten teachers in the schools chosen were purposefully selected as participants. Kindergarten teachers have the opportunity to make comparisons of differences in academic readiness of students who have completed prekindergarten and the students who have not been in a school environment. Kindergarten teachers may be able to conclude from classroom observation of the 2 groups if there is a difference in academic readiness. Home environments with strong parental involvement were most kindergarten teachers’ first choice for early learning and kindergarten preparation. Teachers realization that a strong home environment is not available to all children encouraged them to appreciate having a high quality public school prekindergarten as an alternative. Kindergarten teachers overall perceptions about the readiness of children who enter their classroom after completing prekindergarten were positive.

Language: English

Published: Johnson City, Tennessee, 2013

Abstract/Notes: Montessori schooling, created by physician and educator Maria Montessori, is a well-known alternative to the traditional style of teaching. Many researchers have focused on how the Montessori method can produce successful and well-rounded students, not only academically, but within the social realm as well. What is less known is the extent to which Montessori impacts the social development of children and their forming of peer relationships and why it does so. After looking into and discussing the previous literature written on this topic, this thesis project utilizes reviews with two individuals with experience in the primary level Montessori setting to further understand how the Montessori method can possibly benefit the students socially and draw connections between teacher experience and scholarly research. It was discovered that the responses of the participants generally paralleled the claims of previous literature, with specific emphasis being placed on the sense of responsibility and ownership students held in the environment and the reduction of the teacher’s role in constructing how students utilize the environment and interact with one another.

Language: English

Published: Portland, Oregon, 2022

Abstract/Notes: هدفت الدراسة الحالية الي قياس مدي فاعلية برنامج تدريبي قائم على طريقة منتسوري في تحسين مهارات القراءة لدي التلاميذ ذوي صعوبات التعلم بمرحلة الطفولة المبكر [The current study aimed to measure the effectiveness of a training program based on the Montessori method in improving reading skills among pupils with learning difficulties in early childhood.]

Language: Arabic

ISSN: 2410-874X

Abstract/Notes: Cíl: V rámci bakalářské práce bylo provedeno měření jemné motoriky u dětí předškolního věku pravidelně navštěvujících Montessori mateřskou školu. Cílem měření bylo posoudit, zdali jsou výsledné hodnoty dětí z Montessori MŠ (mateřská škola) lepší v porovnání s hodnotami dětí, které pravidelně docházejí do běžné mateřské školy. Metodika: Ke sběru dat byla aplikována testová baterie MABC-2. Pro účely výzkumného šetření byla dále použita data z měření jemné motoriky u výběru dětí z pražského komplexu běžných MŠ (autorem dosud nepublikovaného výzkumu je Mgr. Jakub Kokštejn, Ph.D.) a data, která ve své práci uvádí Mgr. Ludvík Valtr. Nejdříve proběhlo porovnání výsledků dětí z Montessori MŠ s hodnotami pražských dětí a poté komparace výsledků zjištěných v Montessori MŠ a hodnot dětí uvedených v diplomové práci Mgr. Ludvíka Valtra. Výsledky a diskuze: V rámci obou porovnání byl patrný statisticky významný rozdíl pouze v motorické dovednosti číslo 1, kdy u prvního zmíněného vzorku vykazovaly ukazatele úrovně jemné motoriky lepší hodnoty u souboru dětí z běžné MŠ a u druhého byla naopak patrná dovednostní převaha dětí z Montessori MŠ. Z výsledků tedy jednoznačně nevyplývá potvrzení ani vyvrácení hypotézy, která předpokládala dosažení jasně lepších výsledků dětmi z Montessori MŠ. / The Aim of the Thesis: We will measure fine motor skills of children in preschool age visiting Montessori kindergarten. We will compare measured results with children who visit common kindergartens. Method: We used battery test MABC-2 for measuring. We also used data from measuring fine motor skills among children from selection of kindergartens in Prague. This research is done by Mgr. Jakub Kokštejn, Ph.D. and has not been publishet yet. We also used data presented by Mr. Ludvík Valtr. We compared results between children from the Montessori kindergarten and children visiting prague kindergartens- sample one. Then we compared our results with results from the Diploma thesis by Mr. Ludvík Valtr- sample two. Results and Discussion: We found statistically significant result only in measuring of motor skill number one. In first mentioned sample we found better results between children from common kindergartens. In second mentioned sample we found better results between children from the Montessori kindergarten. We can not confirm or disprove the hypothesis where we expected significantly better results between children visiting Montessori kindergarten.

Language: Czech

Published: Prague, Czechia, 2015

Abstract/Notes: This study aimed to examine the effects of Montessori Education on children’s self-regulation skills in the preschool period. The study had a 2 × 2 mixed design, wherein the dependent variable was self-regulation levels of 3, 4, 5-year-old children (experimental group: 62, control group: 53) and the independent variable was education based on the Montessori Method whose influence on children’s self-regulation skills was examined. The study employed the Demographic Information Form, the Preschool Self-Regulation Assessment (PSRA). The study results yielded a significant difference in posttest mean scores for Self-Regulation and Attention/Impulse Control between experimental and control group children, while there was no significant difference in Positive Emotion. There was a significant difference for Self-Regulation and Attention/Impulse Control between the pretest and posttest mean scores of experimental group children, whereas the analyses indicated no significant difference between pretest and posttest mean scores of control group children for Self-Regulation, Attention/Impulse Control and Positive Emotion. Originally published in: Early Child Development and Care, volume 191, issue 7–8 (2021), pp. 1219–1229.

Language: English

Published: New York, New York: Routledge, 2022

ISBN: 978-0-367-63674-6 978-0-367-63675-3 978-1-00-312021-6

Language: English

ISSN: 1071-6246