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Article
Role of Creative Drama in Reading
Publication: NAMTA Quarterly, vol. 9, no. 1
Date: 1984
Pages: 7-10
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
Article
Reading Out Loud
Publication: NAMTA Quarterly, vol. 10, no. 1
Date: Spring 1985
Pages: 40-41
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
Article
How Knowledge Helps: It Speeds and Strengthens Reading Comprehension, Learning - and Thinking
Publication: NAMTA Journal, vol. 36, no. 1
Date: 2011
Pages: 207-223
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Article
The Importance of Spoken Language in Preventing Challenges in Reading and Writing
Publication: NAMTA Journal, vol. 39, no. 3
Date: Summer 2014
Pages: 131–137
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Blog Post
What Kind of Reading Program Belongs in Montessori?
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Abstract/Notes: One question I’m frequently asked is, “What kind of reading program should Montessori classrooms be using?” The Montessori curriculum covers every imaginable topic, but there is no specific set of books that is firmly linked to the Montessori method. I’m going to look at a few different possibilities for reading programs in the Montessori classroom, …
Language: English
Published: 2009
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
Article
Tiempo, infancia y economía. Tres cuestiones para actualizar la lectura de María Montessori / Time, childhood and economy. Three questions to update the reading of Maria Montessori / Tempo, infância e economia. Três perguntas para atualizar a leitura de Maria Montessori
Available from: Universidad Pedagogica Nacional (Colombia)
Publication: Pedagogía y Saberes, no. 58
Date: Jan-Jun 2023
Pages: 73-86
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Abstract/Notes: María Montessori is one of the most remembered authors of the Active Education. His works have been an important reference for the production of discourse in education and pedagogy in the last century. However, despite its relevance, the work of the Italian has had appropriations that, in many cases, do not coincide with her pedagogical principles, her philosophical foundations, or her conception of the child. This paper proposes a direct review of some of his works, located at different moments of his intellectual production, in order to discuss some of his concepts and ideas.
Language: Spanish
ISSN: 2500-6436, 0121-2494
Article
Word Building and Phonetic Reading
Publication: Montessori NewZ, vol. 35
Date: Sep 2004
Pages: 7
Language acquisition, Language development, Phonics, Reading
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Abstract/Notes: Moveable Alphabet
Language: English
Article
Moveable Alphabet: Towards Spontaneous Reading and Writing
Publication: Montessori Talks to Parents, vol. 2, no. 1
Date: 1979
Pages: 14-17
Maria Montessori - Writings, Montessori materials, Montessori method of education, Moveable alphabet, Reading, Writing - Instruction and study
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Abstract/Notes: Excerpt from The Formation of Man.
Language: English
ISSN: 0749-565X
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