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Article
A Path for the Exploration of Writing and Reading
Publication: NAMTA Journal, vol. 29, no. 2
Date: 2004
Pages: 71–93
Muriel I. Dwyer - Writings, North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Article
The Place of Reading Recovery in Montessori Schools
Publication: NAMTA Journal, vol. 20, no. 1
Date: Winter 1995
Pages: 68-84
Early childhood education, Literacy, Mary Maher Boehnlein - Writings, Montessori method of education, Montessori schools, North American Montessori Teachers' Association (NAMTA) - Periodicals, Reading, Writing
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Abstract/Notes: Discusses the Reading Recovery, whole-language, and Montessori approaches to the teaching of reading, suggesting the use of the reading recovery approach for those children who experience difficulty reading and writing in a Montessori classroom. Notes that Reading Recovery emphasizes writing to generate meaning, focusing on children constructing their own sentences.
Language: English
ISSN: 1522-9734
Article
Whole Books and Beginning Reading
Publication: NAMTA Journal, vol. 15, no. 1
Date: 1989
Pages: 62–71
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Article
The Activity and Art of Reading
Publication: NAMTA Journal, vol. 14, no. 1
Date: Fall/Winter 1988
Pages: 62–70
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Doctoral Dissertation (Ed.D.)
A Comparison Study: The Impacts of Montessori and Conventional Elementary Standards-Based Language Arts Curricula on Preschool Students’ Phonemic Awareness and Reading Readiness Skills
Available from: OhioLINK ETD Center
Comparative education, Curricula, Language acquisition - Phonetics, Preschool education, Reading
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Abstract/Notes: Preschools have become an important beginning step in education. This sequential mixed methods study sought to determine if the Montessori preschool setting provides greater academic achievement in reading readiness, specifically phonemic awareness, in preschoolers as compared to a conventional elementary standards-based preschool setting. Social constructivist theory and sociocultural theory were used as theoretical frameworks. Qualitative data was comprised of interviews with kindergarten teachers who agreed unanimously that preschool had a positive impact on students’ academic ability upon entrance to kindergarten. However, all four teachers had a negative connotation pertaining to Montessori students and the Montessori Method based solely on students’ behavior and students’ lack of conformity. For the quantitative data, multiple two sample t-tests were conducted to determine the effect of preschool experience on all 90 participants’ reading readiness scores upon entrance to kindergarten based upon DIBELS FSF and PSF and their KRA assessment scores, while taking socio-economic status into consideration. T-tests were used to compare the results from 30 Montessori students, 30 conventional standards-based elementary students, and 30 students with no preschool experience. All three sub-groups were matched equally based on socio-economic status. Montessori students outperformed the other two school groups on all three assessments. The difference in scores when separating Montessori students by socio-economic status is the most significant finding to come from this study. Montessori students considered low income had statistically lower scores on all three assessments when compared to Montessori students who are not considered low income.
Language: English
Published: Findlay, Ohio, 2019
Doctoral Dissertation (Ph.D.)
Evaluating the Effectiveness of Montessori Reading and Math Instruction for Third Grade African American Students in Urban Elementary Schools
Available from: American Montessori Society
African American children, African American community, Americas, Montessori method of education - Evaluation, Montessori schools, North America, United States of America
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Abstract/Notes: Improving academic achievement for students of color has long been the subject of debate among advocates of education reform (Anyon, 2013; Breitborde & Swiniarski, 2006; Payne, 2008). Some scholars have advocated for the Montessori method as an alternative educational approach to address some chronic problems in public education (Lillard, 2005; Murray, 2011, 2015; Torrance, 2012). Montessori programs are expanding in public schools (National Center for Montessori in the Public Sector, 2014c) at a time when the American public school population is more racially diverse than ever before (Maxwell, 2014). A review of the literature reflects a lack of consensus about the efficacy of Montessori elementary instruction for students of color in general, and lack of attention to outcomes for African American students specifically (Dawson, 1987; Dohrmann, Nishisda, Gartner, Lipsky, & Grimm, 2007; Lopata, Wallace, & Finn, 2005; Mallet & Schroeder, 2015). The purpose of this study is to evaluate the effectiveness of reading and math instruction for third grade African American students in public Montessori, traditional, and other school choice settings, using end-of-grade standardized test scores from a large, urban district in North Carolina. Stratified sampling was used to select demographically similar traditional and magnet schools for comparison. Group mean reading and math test scores were compared using factorial MANCOVA and MANOVA procedures. African American students at grade three were found to perform at significantly higher levels in both reading and math in public Montessori schools than in traditional schools. No statistically significant difference was found in math achievement between African American third grade students in public Montessori and other magnet programs, although the Montessori group did achieve at significantly higher levels in reading. This suggests that the Montessori method can be an effective pedagogy for African American students, particularly in reading. Based on these results, recommendations are provided for policy, practice, and future research.
Language: English
Published: Charlotte, North Carolina, 2016
Doctoral Dissertation (Ed.D.)
School-Wide Reading Assessment in a Montessori Program
Available from: American Montessori Society
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Language: English
Published: Newark, Delaware, 2006
Doctoral Dissertation (Ed.D.)
The Influence of Montessori-Based Literacy Instruction and Methods on Reading Achievement of Students in Grades 3, 4, 5, 6, and 7
Available from: Seton Hall University eRepository
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Abstract/Notes: This study examines the influence of Montessori-based literacy curriculum and instruction on student achievement in Grades 3, 4, 5, 6, and 7. I studied 71 matched pairs of urban charter school students (n=142) to determine if there was a statistically significant difference in reading achievement, as measured by the Maryland School Assessment (MSA), between students who were instructed by their teachers in Montessori literacy methods and curriculum and students from a nearby charter school who were instructed by their teachers using a basal reading method. T-tests were used to compare the mean scores of the combined grade levels from each cohort on the 2011-2012 Maryland School Assessment (Reading section). The results of this study suggest that there was no significant difference in reading achievement between the two groups of students. There is very limited empirical research available examining reading achievement in Montessori public charter schools. Further research is recommended with similar groups of students from public Montessori school settings, or in this same setting with a different comparison group or a different evaluation tool.
Language: English
Published: South Orange, New Jersey, 2013
Article
Educazione alla lettura [Reading education]
Available from: Atlante Montessori
Publication: Vita dell'Infanzia (Opera Nazionale Montessori), vol. 15, no. 11-12
Date: Nov-Dec 1966
Pages: 3-4
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Language: Italian
ISSN: 0042-7241
Article
A Professional Reading Course on the Educational Work of the Church. V
Available from: JSTOR
Publication: The Biblical World, vol. 43, no. 6
Date: Jun 1914
Pages: 403-408
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Language: English
ISSN: 0190-3578