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Article
A Proposed Individualized Writing/Reading Program for Young Children, Based on Their Interest in Food and on the Pedagogical Principles Derived from the Work of Edward Seguin, Maria Montessori and Contemporary Developmental Theorists
Publication: American Montessori Society Bulletin, vol. 12, no. 2
Date: 1974
Pages: 1-15
Literacy, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Nancy McCormick Rambusch - Writings, Édouard Séguin - Biographic sources, Édouard Séguin - Philosophy
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Language: English
ISSN: 0277-9064
Article
Adult Reading [Review of 'Creative and Mental Growth', by Viktor Lowenfeld and W. Lambert Brittain]
Publication: AMI/USA Bulletin, vol. 1, no. 6
Date: Feb 1982
Pages: 2-3
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Language: English
Article
Recreational Reading at Home
Publication: AMI Elementary Alumni Association Newsletter, vol. 11, no. 2
Date: Jan 1984
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
Date: 1960
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
Date: 2000
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
Date: ca. 1929-ca. 1940
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
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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