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262 results

Article

Adult Reading [Review of 'Creative and Mental Growth', by Viktor Lowenfeld and W. Lambert Brittain]

Publication: AMI/USA Bulletin, vol. 1, no. 6

Pages: 2-3

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Language: English

Article

Recreational Reading at Home

Publication: AMI Elementary Alumni Association Newsletter, vol. 11, no. 2

Pages: insert

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Language: English

Article

Het lezen in de voorbereidende Montessorischool [Reading in the preparatory Montessori school]

Publication: De Boeg: maandblad van de bond van neutraal bijzondere scholen, vol. 36

Pages: 250-254

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Language: Dutch

Article

Montessori motieven: kaartlezen [Montessori Motifs: Map Reading]

Publication: MM: Montessori mededelingen, vol. 24, no. 2

Pages: 23-25

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Language: Dutch

ISSN: 0166-588X

Doctoral Dissertation

Improving Early Reading Skills of First-Grade Students with Learning Disabilities Using Montessori Learning Strategies

Available from: ProQuest - Dissertations and Theses

Children with disabilities, Inclusive education, People with disabilities

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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

Archival Material Or Collection

Box 14, Folder 16 - Notebooks, ca. 1929-1940 - "Reading" / "Grammar"

Available from: Seattle University

Edwin Mortimer Standing - Biographic sources, Edwin Mortimer Standing - Writings

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Language: English

Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections

Doctoral Dissertation (Ed.D.)

The Impact of Multi-Age Instruction on Academic Performance in Mathematics and Reading

Available from: ProQuest - Dissertations and Theses

Academic achievement, Americas, Elementary education, Mathematics education, Nongraded schools, North America, United States of America

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Abstract/Notes: Teachers and administrators are faced with a basic question when planning for a school year: how should the students be grouped when coming to school? Should students of similar age be together or should students be assigned to multi-age classrooms at the elementary school level? If the multi-age method is chosen, how will academic progress be affected by this instructional strategy? And, in the end, will the students in a multi-age setting perform similar to students who are in traditional group setting on standardized tests? The question of multi-age grouping and academic performance was the focus of this study. The purpose of this study was to compare the academic performance in reading and mathematics of third- and fifth-grade students who have completed three years of multi-age instruction with the academic performance of students in third and fifth grade who have been instructed in the similar-aged traditional classroom. The study compared test scores of students in third and fifth grades using the Minnesota Comprehensive Assessment exams. This study determined that there was no significant difference in the scholastic performance between the groups of students who were instructed in the multi-age instructional settings compared to the traditional same age setting. The multi-age setting does allow for positive social settings particularly the opportunity for students to take leadership roles with fellow classmates.

Language: English

Published: Vermillion, South Dakota, 2010

Doctoral Dissertation

Ways in Which Teachers Structure Reading Instruction for Bilingual Students with Disabilities

Available from: University of Wisconsin - Milwaukee

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Language: English

Published: Milwaukee, Wisconsin, 2015

Master's Thesis (Action Research Report)

Cultivating Engagement and Improving Reading Scores Through the Cosmic Curriculum

Available from: St. Catherine University

Action research

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Abstract/Notes: The intent of this research was to determine the effect of focusing on cultural lessons as a way to increase student engagement and reading scores. The research study took place in a Montessori charter school in an E1 class, focusing on ten specific students ages six through nine. The four sources of data collection used in this research included pre and post reading scores, student writing samples, an observational checklist and student conferencing. While students’ reading scores did not improve writing scores did. Data also showed an increase in interest in cultural subjects as well as an increased interest in attending formal lessons. Students were more engaged throughout the day but most asked that cultural lessons be taught at the end of the day in order for them to focus on their math and language works.

Language: English

Published: St. Paul, Minnesota, 2013

Master's Thesis (Action Research Report)

Increasing Intrinsic Motivation and Reading Comprehension in Children

Available from: St. Catherine University

Action research

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Abstract/Notes: This action research studied the impact of strategic methods employed to help increase in intrinsic motivation of children to read while increasing comprehension ability. The study occurred in a private Montessori elementary classroom (grades 1-4). Eight students were exposed to a variety of literature genres strategically introduced and displayed and had the ability to choose literature at their leisure, participated in a book club, and completed weekly comprehension examines. Sources of data include dialogue recorded through teacher journaling, comprehension exam data, tally sheet containing data regarding book selections and also student self-evaluations. Following the implementation of the motivational techniques, participants’ demonstrated a significant increase in motivation to read. In addition, the comprehension exam scores increased steadily throughout the course of the study. The motivational techniques have improved the participants’ overall intrinsic motivation to read; therefore I will continue to implement these techniques into my curriculum.

Language: English

Published: St. Paul, Minnesota, 2015

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