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378 results

Master's Thesis (M.A. In Reading, Language And Literacy)

Reading Comprehension Strategy Instruction as Part of a Balanced Literacy Approach in a Montessori Lower Elementary Environment

Available from: California State University - ScholarWorks

Elementary education, Literacy, Montessori method of education, Montessori schools, Reading

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Abstract/Notes: Montessori is not well known among the larger community of educators, but it does fulfill many, if not all, of the standards researchers use to define excellent classrooms and teaching practices. Montessori environments are literature rich and there is a strong emphasis on skills instruction and vocabulary development. There are many lessons that address different aspects of literacy instructionbut there are not lessons or materials that specifically address reading comprehension strategy instruction. Montessori teachers are as aware of reading comprehension strategies as any other educator, but I believe there is not enough emphasis placed on these lessons because of the lack of materials in the classroom that would support such instruction. At best, this instruction is uneven in the community because it depends on an individual teacher's initiative and knowledge. Another factor I believe affects reading comprehension strategy instruction is the reliance on the Simple View of Reading, which states that reading comprehension is a product of decoding skills and vocabulary knowledge. While the SVR has been shown to be an inadequate view of reading, it is still the prevailing model. The purpose of this project was to create a resource guide that would provide background knowledge on the importance of comprehension strategy instruction and provide a framework for Montessori teachers in the "Lower Elementary" or "Elementary 1" level (grades 1-3) to use. The resource guide includes detailed descriptions of the factors and strategies that contribute to reading comprehension, lesson plans, book suggestions for teaching the lessons, and graphic organizer suggestions.

Language: English

Published: San Marcos, California, 2022

Article

My Montessori Reading Journey

Available from: Montessori Public

Publication: Montessori Public, vol. 7, no. 2

Pages: 10-11

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Language: English

Article

Integrating the Science of Reading with Montessori

Available from: Montessori Public

Publication: Montessori Public, vol. 7, no. 2

Pages: 6-7

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Language: English

Article

The Science of Reading for Bilingual Children

Available from: Montessori Public

Publication: Montessori Public, vol. 7, no. 2

Pages: 1, 12-13

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Language: English

Article

Development of a Beginning Reading Program for Slow Learners with Montessori Techniques

Available from: Education Center

Publication: Proceeding of International Conference on Special Education in South East Asia Region, vol. 2, no. 1

Pages: 118-130

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Abstract/Notes: Reading is the basis for mastering various fields of study. Slow learners generally fail to understand basic lessons and concepts in academics, such as reading, writing, mathematics and language. This is because the above processes require a fairly complicated cognition process. So in overcoming obstacles to learning to read at the beginning of slow learners, a reading technique is needed that suits the needs of children. One of the reading techniques that can be used is the Montessori technique which is based on the Montessori method.The objectives of this study are as follows: (1) Knowing the stages of the process of developing an initial reading program for slow learners with Montessori techniques (2) Knowing the feasibility of developing an initial reading program for slow learners with Montessori techniques. The research method used in this study is a mixed research method. The final product of this study resulted in a beginning reading learning program with Montessori techniques consisting of products: (1) initial reading identification and assessment format (2) Learning program plan (3) Guidebook for teachers (4) Student worksheets (5) Module on Montessori reading techniques that have been modified for slow learner children. Based on research findings, data analysis and theoretical discussion, it can be concluded that the application of the beginning reading program in slow learners with Montessori techniques is feasible because it suits the needs of children and is able to improve initial reading skills. This program also helps teachers to know the stages of making individual learning programs for students with special needs.

Language: English

DOI: 10.57142/picsar.v2i1.72

ISSN: 2964-8963

Article

Beginning Reading Instruction: Application of Theory and Research to Practice

Available from: Macrothink Institute

Publication: International Journal of Linguistics, vol. 15, no. 2

Pages: 1-24

Montessori method of education, Reading, Reading - Instruction and study, Teachers, Teaching

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Abstract/Notes: Learning theories are important as beginning reading teachers strive to meet the diverse needs of many kinds of learners. This article explores the learning principles of three theoretical experts (a) Jean Piaget, (b) Lev Vygotsky, and (c) Maria Montessori. The paper demonstrates the application of these experts’ theories related to constructivism and pragmatism educational philosophies, and the process of teaching young children to read. It is concluded, decades of relevant learning theory and beginning reading research exist. It is now time for application of theory and research, bridging what we know into our classroom practice.

Language: English

DOI: 10.5296/ijl.v15i2.20909

ISSN: 1948-5425

Article

Analysis Of The Montessori Method In Beginning Reading Skills Of Indonesian Subjects In Of Students Sd Negeri 1 Jatiwaringin

Available from: Universitas Pendidikan Indonesia

Publication: International Conference on Elementary Education, vol. 5, no. 1

Pages: 337-342

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Abstract/Notes: The Montessori method is a method in the realm of child development education and is formulated based on Montessori theory. This method emphasizes the activities that are raised by the child by emphasizing the process of adapting the child's learning environment according to the stage of development. Mastery of reading skills in schools is one of the language competencies that must be taught. This study aims to describe how the Montessori method improves beginning reading skills in SD Negeri 1 Jatiwaringin students. This research method uses descriptive qualitative with data collection techniques in the form of oral, written test results, interviews and direct observation. The Montessori method seeks to help students develop cognitive, psychomotor, and affective abilities in students, by enabling children to learn according to their level of development.

Language: English

ISSN: 2808-8263, 2829-0976

Article

✓ Peer Reviewed

Pengaruh Penggunaan Buku Montessori Terhadap Kemampuan Membaca Permulaan [The Influence of Using Montessori Books on Early Reading Ability]

Available from: Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Melawi (Indonesia)

Publication: Jurnal Pendidikan Dasar, vol. 10, no. 1

Pages: 75-81

Asia, Australasia, Indonesia, Montessori method of education, Southeast Asia

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Abstract/Notes: Online learning during the Covid-19 pandemic has an impact on the early reading ability of grade 1 elementary school students. Online learning that is carried out in full makes the teacher unable to find out why students are still not fluent in reading. The data found some students do not know the letters and how to pronounce them. The purpose of this study was to determine the initial reading ability of first graders at SDN Pasar Lama 1 Banjarmasin using a Montessori reading book. In addition, to determine the significant effect on learning to use Montessori reading books in improving early reading skills. This study uses an experimental method with t-test analysis. The results showed that the students' initial reading ability increased. The results of the t-test showed a value of 0,026 <0.05, so it can be said that there was a significant difference in the students' initial reading ability who used Montessori reading books with students who studied without using Montessori reading books. Learning to use Montessori reading books has an effect on students' initial reading ability.

Language: Indonesian

DOI: 10.46368/jpd.v10i1.489

ISSN: 2579-3993

Article

✓ Peer Reviewed

Development of a Montessori Book to Improve the Early Reading Skills for Elementary School Students

Available from: AL-ISHLAH: Jurnal Pendidikan

Publication: AL-ISHLAH: Jurnal Pendidikan, vol. 15, no. 3

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Abstract/Notes: This study aims to (1) produce Montessori reading books and (2) reveal the effectiveness of Montessori reading books in learning to improve the reading skills of first-grade elementary school students. This research is research and development (RnD). The research subjects were students and teachers of grade 1 elementary school. Data was obtained through interviews and observation. The products developed are validated by experts, and initial reading skills are carried out to obtain the effectiveness of the book. Product effectiveness is tested through quasi-experiments. Data analysis techniques used an independent sample t-test with a significant level of 0.05. The results of this study are in the form of Montessori reading books. (1) The results of the expert validation assessment show that the books developed are appropriate according to material experts in the "very good" category, media experts in the "good" category, and linguists in the "very good" category. Teacher and student responses to Montessori books in learning are categorized as "very good". (2). The results of the effectiveness test indicated that the book was effective in improving beginning reading skills. Based on the results of operational field trials, the value of p <0.05 means that there is a significant difference in students who carry out the learning process using Montessori books.

Language: English

DOI: 10.35445/alishlah.v15i3.1285

ISSN: 2597-940X, 2087-9490

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

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