Abstract/Notes: The aim of this research developed Teaching Module for students’ Reading Difficulty at Primary School. This research uses the Borg and Gall development procedure which has been simplified into 4 stages, namely (1) research and data collection, (2) planning, (3) module development, (4) validation and testing. The research subjects were students who had difficulty learning to read at the beginning of grade I elementary school. Data collection techniques use observation, reading ability tests, product validation questionnaires by experts. The steps used in this research and development are (1) research and gathering initial information; (2) planning; (3) product format development; (4) small scale trials; (5) final revision and product improvement. Module validation is carried out by media expert validators, material experts and class teachers. The score from the media expert validator got a percentage of 96%, the score from the media expert validator got a percentage of 96%, the class teacher got a percentage of 100%. Thus, all validation results are classified in the "very feasible" category. Based on research on the quality of learning media, learning modules without spelling using the Montessori method have been made feasible and practical for use in teaching and learning reading activities at MIS Nurul Falah Kemuning.

Language: English

DOI: 10.51278/bse.v4i1.1072

ISSN: 2774-4299

Language: English

Language: English

Abstract/Notes: This article demonstrates how feminist posthumanism can reconfigure conceptualisations of, and practices with, ‘child’ in Montessori early childhood contexts. It complicates Montessori’s contemporary reputation as a ‘middle-class phenomenon’ by returning to the earliest Montessori schools as a justice-oriented project for working-class children and families. Grappling with the contradictions and inconsistencies of Montessori thought, this article acknowledges the legacy of Montessori’s feminism while also situating her project within the wider colonial capitalist context in which it emerged. A critical engagement with Montessori education unsettles modernist conceptualisations of ‘child’ and its civilising agenda on minds and bodies. Specifically, Montessori child observation (as a civilising mission) is disrupted and reread from a feminist posthumanist orientation to generate more relational, queer and expansive accounts of how ‘child’ is produced through observation. Working with three ‘encounters’ from fieldwork at a Montessori nursery, the authors attend to the material-discursive affective manifestation of social class, gender, sexuality and ‘race’, and what that means for child figurations in Montessori contexts. They conclude by embracing Snaza’s ‘bewildering education’ to reach towards different imaginaries of ‘child’ that are not reliant on dialectics of ‘human’ and ‘non-human’, and that allow ‘child’ to be taken seriously, without risking erasure of fleshy, leaky, porous, codified bodies in Montessori spaces.

Language: English

DOI: 10.1177/14639491221117222

ISSN: 1463-9491

Abstract/Notes: The aim of the pilot project was to research relationships between the occurrence and level of intensity of primitive reflexes in primary school children, the ability to read an analogue clock and to tell the time. A group of 28 children (14 girls and 14 boys) who attended Montessori Primary School was examined. In the first stage, participants were assessed for the presence of five primitive reflexes (PR): the asymmetrical tonic neck reflex (ATNR), symmetrical tonic neck reflex (STNR), spinal Galant reflex, tonic labyrinthine reflex (TLR) and Palmar grasp reflex. Romberg’s test was employed to identify signs of difficulties with control of balance and/or proprioception. In the second stage, pupils underwent tests that challenged their ability to read a clock and calculate passing time. After summing up points obtained for all tests, a correlation coefficient was made from which the results were derived. There is a negative correlation between the ability to read an analogue clock and the continued presence of some primitive reflexes. Lower neuromotor maturity (higher points of PR) correlates with lower ability to read a clock. The highest correlations between difficulty with telling the time were found with persistence of the STNR, ATNR and Romberg’s test.

Language: English

DOI: 10.3390/ijerph20032322

ISSN: 1660-4601

Abstract/Notes: Dr. Maria Montessori was a perceptive observer of the learning processes of children, and nowhere is this revealed more clearly than in her approach to language. She viewed reading as the ultimate abstraction of language rather than a specific skill to be taught. Decoding is the skill to be taught. The concept of indirect and direct preparation for learning is of major importance in the rich heritage she gave us. She saw the existence of an epigenesis of intellectual functioning, which implies that the experiential roots of a given schema, or learned behavior, will lie in antecedent activities that may be quite different in structure from the schema to be learned. She used this principle effectively. This article discusses how Montessori's method and materials address the indirect and direct preparation for learning written language.

Language: English

DOI: 10.1007/s11881-997-0028-4

ISSN: 0736-9387, 1934-7243

Language: English

DOI: 10.1080/08878737609554632

ISSN: 0887-8730, 1938-8101

Abstract/Notes: The main purpose of this study was to examine whether the age at which children start to learn to read affects their later progress. The study was conducted in Zürich, Switzerland, and compared a first grade class in a local school with two first grade classes in a Montessori school. It was found that although the Montessori children had an advantage over the local children in alphabet knowledge at entry to Grade 1, this was not translated into a significant advantage at the end of Grade 1 in either phonemic awareness or reading ability. Further analysis revealed that pretest alphabet knowledge for the whole group was significantly related to progress. In addition, scatterplots showed that some children started school with high levels of alphabet knowledge but did not make progress, indicating that alphabet knowledge is necessary for literacy progress but not sufficient.

Language: English

DOI: 10.1080/19404158.2017.1399913

ISSN: 1940-4158, 1940-4166

Abstract/Notes: Examines the relationship between two preschool program directors' and teachers' beliefs, instructional decisions, and preschool children's conceptions of reading and writing. Results show that preschool children's conceptions of reading and writing reflected the practices of the two programs. (Author/BB) Directors of two preschool programs were interviewed regarding their orientations toward reading and writing instruction. Ten children from each program were interviewed regarding their conceptions of reading and writing. One school was found to have a “mastery of specific skills/text-based” orientation, and the other was found to have a “holistic/reader-based” orientation. A relationship was found between preschool program's orientations toward reading and writing instruction and children's ideas about reading and writing. The relationships between preschool practices and children's conceptions are examined. Implications for the influence of preschool teacher's beliefs and instructional decisions on children's conceptions of reading and writing are discussed.

Language: English

DOI: 10.1016/S0885-2006(89)90077-X

ISSN: 0885-2006, 1873-7706

Language: English

ISSN: 0013-1172