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262 results

Master's Thesis (Action Research Report)

The Effects of Reading Fluency in the Elementary Montessori Classroom

Available from: St. Catherine University

Action research, Lower elementary, Montessori method of education, Reading, Upper elementary

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Abstract/Notes: The purpose of this research was to identify ways of improving reading fluency for elementary children in grades first through sixth. Children scoring below the 40th percentile on reading standardized test scores, determined our testing population. Four data collections tools were used, including a child-centered survey, a reading fluency rubric, teacher observations, and fluency graphs. The Read Naturally Program was used as the reading fluency intervention. Students made fluency progress in both the upper and lower elementary levels. This research highlights the importance of reading fluency interventions. Further research might focus on self reflection for children using the iPad Read Naturally Program.

Language: English

Published: St. Paul, Minnesota, 2016

Master's Thesis (Action Research Report)

The Effects of Schema on Reading Comprehension at Coleman Elementary

Available from: St. Catherine University

Action research

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Abstract/Notes: Schema is a framework that helps us organize and interpret information. Developing schema is essential in the comprehension of text. Strong readers can make sense of what they read by seeing how it fits with what they already know. Teachers must help students make connections before, during, and after reading. Without schema students are unable to infer because making inferences involves creating meaning that is not explicitly stated by the author. Readers use clues in the text plus their personal insights and experiences to make meaning of the text (Roit, 2014). My school is a Title 1 school with a high level of poverty. Typically impoverished have limited background knowledge due to limited vocabulary and life experiences (Payne, 2015). Students must be taught to activate schema to help make meaning from text. Explicitly teaching students both the term schema to facilitate metacognition and helping them focus on specific stimulus will help students in poverty to be ready to proceed to the elaboration stage, also known as inferencing (Payne, 2015). There has been limited research on schema in isolation to reading comprehension. Although a lack of background knowledge affects reading success, many teachers have little support or understanding of lessons that focus on building schema. Teacher instruction does little to help students learn how or when to use the skills, nor was it ever established that this specific set of skills enabled comprehension (Appel, 2009). By exploring lessons in isolation to the schema framework teachers will be able to help students with a limited vocabulary interpret a text in a more meaningful way.

Language: English

Published: St. Paul, Minnesota, 2019

Master's Thesis (Action Research Report)

The Effects of Book Workshops on Emergent Reading Skills in Montessori Early Childhood

Available from: St. Catherine University

Action research

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Abstract/Notes: The purpose of this action research study was to increase preliteracy skills, confidence, and interest in reading in a Montessori early childhood environment through a reading workshop model. Given the pressure on teachers to create stronger readers at younger ages, this work discusses developmentally appropriate language tasks for children ages three- to six-years-old using the Montessori method and emergent literacy theory frameworks. Research suggests children who exhibit confidence and interest in reading develop strong preliteracy skills. These factors predict capable and active readers. For six weeks, a Montessori early childhood classroom of 14 students and three adult guides participated in daily 30-minute reading workshops. These workshops included a short explicit language lesson lasting under 10 minutes, followed by an extended free reading time. The development of preliteracy skills, student confidence in skills, and interest in reading were tracked through formative assessments, observation, student-teacher conferencing, and student self-assessments. After the intervention, an increase in preliteracy skills, interest, and confidence were noted. The students requested to continue reading workshops due to high interest. Further work is needed to analyze the development of reading skills through the reading workshop intervention.

Language: English

Published: St. Paul, Minnesota, 2020

Master's Thesis (Action Research Report)

The Effects of Guided Reading in a Primary Montessori Classroom

Available from: St. Catherine University

Action research, Montessori method of education - Criticism, interpretation, etc.

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Abstract/Notes: The purpose of this action research was to decide if conducting guided reading instruction three times a week in a primary Montessori classroom would make an impact on reading levels among kindergarten students. The research took place over six weeks in a public Montessori school. The school is a Title One school located in a rural area of South Carolina. The population who participated in the study were 26 kindergarten students aged five to six from three different classrooms. Our intervention included using a variety of reading strategies such as pointing to each word, using picture clues, sounding out words, and recognizing sight words. Each session lasted around 45 minutes to an hour. Some positive effects of our study were an increase in reading confidence, usage of reading strategies, and overall reading achievement. To expand on our research, we would experiment with implementing this practice at another time during the school day and use additional guided reading techniques.

Language: English

Published: St. Paul, Minnesota, 2022

Article

Book Corner: Recommendations for Reading Aloud

Publication: AMI Elementary Alumni Association Newsletter, vol. 23, no. 3

Pages: 5–6

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Language: English

Article

Adult Reading [Review of 'In Praise of Play', by Robert Neale]

Publication: AMI/USA Bulletin, vol. 1, no. 5

Pages: 3

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Language: English

Article

Adult Reading [Review of 'The Heart of Emerson's Journals', edited by Bliss Perry]

Publication: AMI/USA Bulletin, vol. 1, no. 7

Pages: 3

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Language: English

Article

Adult Reading [Review of 'The Lessons of History', by Ariel and Will Durant]

Publication: AMI/USA Bulletin, vol. 1, no. 3/4

Pages: 2

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Language: English

Article

Adventures in Reading

Publication: AMI/USA Professional Bulletin, vol. 2, no. 2

Pages: 4-5

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Language: English

Archival Material Or Collection

Box 17, Folder 4 - Notes, ca. 1929-1948 - Misc. 4 [Sensitive Periods; Liberty; Geography; Psychology, Young Explorer Lecture Notes; Liberty in the Schoolroom; Math, Environment, Writing, Reading, Grammar, Freedom, Liberation of Intellect; Montessori Method-Lecture MAY 1938; Right Age to Begin School

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

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