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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
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
Article
A Place for Wonder: Reading and Writing Non-Fiction
Publication: NAMTA Journal, vol. 36, no. 3
Date: 2011
Pages: 39-67
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Article
Reading, Writing, and Mathematics: Explored and Discovered Rather than Taught
Publication: NAMTA Journal, vol. 28, no. 1
Date: 2003
Pages: 43-55
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: Examines reading, writing, and mathematics for older primary children within the Montessori setting. Emphasizes normalization and engaging links with the prepared environment, focusing on how discovery moments in reading and contexts for learning around culture create natural conditions for learning. Asserts that the guided discovery approach means careful planning and direction for the child and that adults must know the passages and meaning of each activity the child chooses. (Author/KB)
Language: English
ISSN: 1522-9734
Article
A Path for the Exploration of Any Language Leading to Writing and Reading: As Part of the Total Montessori Approach to the Development of Language
Publication: NAMTA Journal, vol. 29, no. 3
Date: 2004
Pages: 1-40
Muriel I. Dwyer - Writings, North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Article
A Path for the Exploration of Writing and Reading
Publication: NAMTA Journal, vol. 29, no. 2
Date: 2004
Pages: 71–93
Muriel I. Dwyer - Writings, North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Article
The Place of Reading Recovery in Montessori Schools
Publication: NAMTA Journal, vol. 20, no. 1
Date: Winter 1995
Pages: 68-84
Early childhood education, Literacy, Mary Maher Boehnlein - Writings, Montessori method of education, Montessori schools, North American Montessori Teachers' Association (NAMTA) - Periodicals, Reading, Writing
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Abstract/Notes: Discusses the Reading Recovery, whole-language, and Montessori approaches to the teaching of reading, suggesting the use of the reading recovery approach for those children who experience difficulty reading and writing in a Montessori classroom. Notes that Reading Recovery emphasizes writing to generate meaning, focusing on children constructing their own sentences.
Language: English
ISSN: 1522-9734
Article
Whole Books and Beginning Reading
Publication: NAMTA Journal, vol. 15, no. 1
Date: 1989
Pages: 62–71
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Article
The Activity and Art of Reading
Publication: NAMTA Journal, vol. 14, no. 1
Date: Fall/Winter 1988
Pages: 62–70
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Doctoral Dissertation (Ed.D.)
A Comparison Study: The Impacts of Montessori and Conventional Elementary Standards-Based Language Arts Curricula on Preschool Students’ Phonemic Awareness and Reading Readiness Skills
Available from: OhioLINK ETD Center
Comparative education, Curricula, Language acquisition - Phonetics, Preschool education, Reading
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Abstract/Notes: Preschools have become an important beginning step in education. This sequential mixed methods study sought to determine if the Montessori preschool setting provides greater academic achievement in reading readiness, specifically phonemic awareness, in preschoolers as compared to a conventional elementary standards-based preschool setting. Social constructivist theory and sociocultural theory were used as theoretical frameworks. Qualitative data was comprised of interviews with kindergarten teachers who agreed unanimously that preschool had a positive impact on students’ academic ability upon entrance to kindergarten. However, all four teachers had a negative connotation pertaining to Montessori students and the Montessori Method based solely on students’ behavior and students’ lack of conformity. For the quantitative data, multiple two sample t-tests were conducted to determine the effect of preschool experience on all 90 participants’ reading readiness scores upon entrance to kindergarten based upon DIBELS FSF and PSF and their KRA assessment scores, while taking socio-economic status into consideration. T-tests were used to compare the results from 30 Montessori students, 30 conventional standards-based elementary students, and 30 students with no preschool experience. All three sub-groups were matched equally based on socio-economic status. Montessori students outperformed the other two school groups on all three assessments. The difference in scores when separating Montessori students by socio-economic status is the most significant finding to come from this study. Montessori students considered low income had statistically lower scores on all three assessments when compared to Montessori students who are not considered low income.
Language: English
Published: Findlay, Ohio, 2019