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Holistic Reading in a Montessori Classroom: An Examination of the Reading Miscues and Perceived Strategies of Children Who Have Completed One Year in a Montessori Elementary Classroom

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Language: English

Published: Chicago, Illinois, 1992

Article

Reading Workshop in the Montessori Classroom

Available from: ProQuest

Publication: Montessori Life, vol. 26, no. 3

Pages: 36-43

⛔ No DOI found

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Abstract/Notes: During the 2012-2013 school year, Metropolitan Montessori School, on Manhattan's Upper West Side, a school for 3-to-12-year-olds, adopted a reading workshop approach. This decision resulted from several recognized needs. One need was to provide teachers with a strong, clear framework for literacy instruction, particularly at the emergent reading level. In other subject areas, such as math and cultural subjects, the approach was fairly consistent from classroom to classroom. Teachers used shared language to discuss students' progress (e.g., Jimmy has just started the stamp game; Lara is struggling with dynamic addition), but they did not have similar language when discussing children's progress in reading. Another need was to support not just decoding and phonics, but that other crucial arm of reading development: reading comprehension. Teachers had long noticed that there were gaps between the words that children were able to read and the meaning they were deriving from their reading. This gap appeared increasingly pronounced as children became older and expectations became higher. This article describes how and why the reading workshop approach was undertaken, key principles of the workshop, how it works with the Montessori curriculum, and what was learned while integrating the approach.

Language: English

ISSN: 1054-0040

Article

The Influence of Preschool Teachers' Beliefs on Young Children's Conceptions of Reading and Writing

Available from: ScienceDirect

Publication: Early Childhood Research Quarterly, vol. 4, no. 1

Pages: 61-74

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Abstract/Notes: Examines the relationship between two preschool program directors' and teachers' beliefs, instructional decisions, and preschool children's conceptions of reading and writing. Results show that preschool children's conceptions of reading and writing reflected the practices of the two programs. (Author/BB) Directors of two preschool programs were interviewed regarding their orientations toward reading and writing instruction. Ten children from each program were interviewed regarding their conceptions of reading and writing. One school was found to have a “mastery of specific skills/text-based” orientation, and the other was found to have a “holistic/reader-based” orientation. A relationship was found between preschool program's orientations toward reading and writing instruction and children's ideas about reading and writing. The relationships between preschool practices and children's conceptions are examined. Implications for the influence of preschool teacher's beliefs and instructional decisions on children's conceptions of reading and writing are discussed.

Language: English

DOI: 10.1016/S0885-2006(89)90077-X

ISSN: 0885-2006, 1873-7706

Article

Paired Repeated Reading: A Classroom Strategy for Developing Fluent Reading

Publication: The National Montessori Reporter

Pages: 3–5

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Language: English

Article

Multiage Programming Effects on Cognitive Developmental Level and Reading Achievement in Early Elementary School Children

Available from: Taylor and Francis Online

Publication: Reading Psychology, vol. 25, no. 1

Pages: 1-17

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Abstract/Notes: Differences in cognitive developmental level and reading achievement of elementary school children in multiage programming and traditional classrooms were explored. There is controversy regarding the benefit of multiage classrooms for learning academic subjects. According to previous research (e.g., Almy, Chittenden, & Miller, 1967; Brekke, Williams, & Harlow, 1973; Cromey, 1999), cognitive developmental level, reading achievement, and classroom type all seem to be related entities. This study assesses the effects of multiage classrooms compared to traditional classrooms on cognitive developmental level and reading ability of kindergartners, first graders, and second graders. The effects of cognitive developmental level on reading ability were also explored. The results support the connections among cognitive developmental level, reading ability, and classroom type.

Language: English

DOI: 10.1080/02702710490271800

ISSN: 0270-2711

Article

Reading and the Brain, Part 1: Developing the Reading Circuit

Available from: White Paper Press

Publication: Montessori White Papers, vol. 2

⛔ No DOI found

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Language: English

Article

The Effect of Using Montessori Method on Developing Kindergartener's Speaking and Reading skills

Available from: The Egyptian Knowledge Bank

Publication: مجلة التربية في القرن 21 للدراسات التربوية والنفسية [Journal of Education in the 21st Century for Educational and Psychological Studies], vol. 1, no. 10

Pages: 1-23 (Article 3)

Africa, Early childhood care and education, Early childhood education, Egypt, Language development, Middle East, Montessori method of education - Evaluation, North Africa, Reading - Academic achievement

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Abstract/Notes: play and have fun, the learning and teaching processes should be suited totheir nature. There is a number of known interesting learning activitieswhich are based on the arts, games and other oral activities. Thus Englishshould be taught as a means of communication and researchers should dotheir best to help EFL learners to develop their reading and speaking skills.Ur (2000: 12) declared that "out of all the four skills ,listening,speaking, reading and writing, speaking seems the most important, peoplewho speak a language are known as speakers of the language, as if speakingincluded all other kinds of knowing a target language" Today, many secondlanguage learners give the speaking skill priority in their learning because ifthey master this skill then they will be considered as if they have masteredall of the other skills.The importance of speaking is best shown with the integration of theother language skills. For instance, speaking can help students develop theirvocabulary and grammar and improve their writing skill. Ability to read isthe primary fundamental skill required for children to achieve academicsuccess. Currently, the expectation is that all children should begin readingearly and be able to read on grade level by third grade (U.S. Department ofEducation, 2002)Another way that speaking and reading are connected is throughdecoding .decoding is the process of pulling apart the sounds that each(1)letter makes, and then putting them back together to make a word.it is mucheasier for a child to sound out a word on the page that they have alreadyheard in conversation, than a completely new word. There less informationto process since the meaning and the pronunciation of the word are alreadyknown. A child who has heard more words spoken is at an advantage whenlearning to read, the skill of reading is special and often difficult to acquire.the fact that anyone learns how to read is something of a miracle. Learningto read is different from learning to speak; in the development of humanhistory, speaking precedes reading by thousands of yearsItalian educator and physician Maria Montessori developed aninnovative teaching methodology for children that left an indelible mark oneducation curricula throughout the world. Montessori education is a sensorybasedpedagogy that is based on the belief that children learn at their ownpace through manipulation of objects (Lopata, Wallace, & Finn,2005).According to Montessori, (Montessori, 1967, p.14). the goal ofeducation is “to be able to find activities that are so intrinsically meaningfulthat we want to throw ourselves into them” (Crain : 2004) confirmed thisassertion by noting that “when children find tasks that enable them todevelop their naturally emerging capacities, they become interested in themand concentrate deeply on them.In general, there is a need for more research regarding successfuleducational methods and pedagogy for this disenfranchised populationbecause the existing research does not adequately provide educationalplanners with the resources or information to develop effective programs(Williams:2001) examined the impact of the Montessori Method on(2)refugee children‟s social, cognitive and motor development using adifference-in-difference approach .The Montessori method of teachingaimed the fullest possible development of the whole child, ultimatelypreparing him for life‘s many rich experiences. Complemented by hertraining in medicine, psychology and anthropology, Dr .Maria Montessori(1870-1952) developed her philosophy of education based upon actualobservation of children.Students are assigned their own personal workstations designed witheducational items that correspond to the daily lesson plans and activities.Students are responsible for setting up the work area, choosing the learningactivity, applying the physical materials, and returning the materials back tothe shelves (Pickering: 2004).Children are always free to move around theroom and are not given deadlines for the various learning tasks. Desks arearranged into open networks that encourage meaningful group discourse, aswell as independent learning.Students work together with the teachers to organize time strategicallyin order to complete the necessary learning tasks of the day. The amount ofteachers in the classroom varies based on class size, but usually two teachersare used for sections with thirty or more students, In most settings, childrenare grouped in mixed ages and abilities based on three to six-year incrementssuch as 0-3, 3-6, 6-12, 12-15 and 15-18 (other Montessori schools use onlythree year increment settings). Ages are mixed so that older students canassist and mentor the younger children in the group. Students are groupedaccording to common interests and experiences rather than the ability andskill level (Pickering: 2004).According to Montessori, from birth to age three the child learnsprimarily through the “unconscious absorbent mind.” During education in(3)the first three years, Montessori believed that it was necessary for theparents to develop in the role of unobtrusive educator; there to protect andguide without infringing on the child‟s right to self-discovery (Crain: 2004).This early developmental model enabled children to learn their own skillsat their own place. During the ages of three to six the child begins to utilizethe “conscious absorbent mind” which prompts students to participate increative problem-solving consisting of wooden and metal objects of varioussizes and shapes, personally designed by Montessori. If a problem becomestoo difficult or overwhelming for the student, the teacher delays the projectfor a future day. Children also engage in practical work consisting ofhousehold tasks and personal maintenance.

Language: Arabic

DOI: 10.21608/jsep.2020.84322

ISSN: 2682-1931

Article

The Challenge of Teaching Elementary Reading

Available from: ProQuest

Publication: Montessori Life, vol. 18, no. 1

Pages: 38-45

⛔ No DOI found

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Abstract/Notes: In this article, Aline Wolf discusses the challenges of teaching elementary reading at present time. She also raises her concern not only about the declining of reading skills, but also about the declining number of books that students actually read which creates a dilemma for teachers. She believes that the Montessori community must give priority to eliminating current deficiencies in reading. In brainstorming sessions, workshops, staff meetings, and professional Montessori consultations, she feels that Montessorians must grapple with these problems and decide on creative solutions consistent with Montessori traditions. One strategy she suggests is Elementary training courses, if they have not already done so, can adjust their curriculum to incorporate Montessori strategies for nonreaders at the elementary level. The very valuable exercise of word building can be upgraded for 6-and 7-year-olds. Phonetic readers can be found with higher interest content. The author argues that for developing readers educators should ask if the methods being used respect each child's individual interests. Does it meet his or her particular needs, whether for more help with phonograms or for a wider variety of challenging books? Does this new strategy lead each student to a love of reading? Does it weigh down the burgeoning reader with dubious tasks that usurp the time for actually reading books? In attempts to improve reading in elementary classes teachers should be certain that any procedures decided upon are in keeping with the cherished techniques that have distinguished Montessori education for over a century.

Language: English

ISSN: 1054-0040

Book

Claremont Reading Conference 45. Yearbook: Reading: What Is Basic?

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Language: English

Published: Claremont, California: Claremont graduate school, 1981

Article

Program Profiles [Clissold School, Chicago, Illinois; Bonneville Elementary School, Pocatello, Idaho; Reading Community School, Reading, Ohio]

Publication: Public School Montessorian, vol. 1, no. 2

Pages: 9

Public Montessori

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Language: English

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