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439 results

Article

A Comparison of Reading and Math Achievement for African American Third Grade Students in Montessori and Other Magnet Schools

Available from: JSTOR

Publication: Journal of Negro Education, vol. 86, no. 4

Pages: 439-448

Academic achievement, African American community, African Americans, Americas, Comparative education, Lower elementary, Mathematics - Academic achievement, Montessori method of education - Evaluation, North America, Reading - Academic achievement, United States of America

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Abstract/Notes: Montessori programs are expanding in public schools, serving a large proportion of African American students. Although recent Montessori research has focused on diverse public school populations, few studies have examined outcomes for African American students at the lower elementary level. This quasi-experimental study compares reading and math achievement for African American third grade students in public Montessori and other magnet schools in a large, urban district in North Carolina. Scores from end-of-grade state tests of reading and math are compared using a multivariate analysis of covariance. No significant difference in math scores was identified, but students in Montessori schools scored significantly higher in reading. This suggests that Montessori lower elementary instruction may be beneficial for African American students.

Language: English

DOI: 10.7709/jnegroeducation.86.4.0439

ISSN: 0022-2984

Report

Reading and Math Achievement for African American Lower Elementary Students in Public Montessori Programs

Available from: National Center for Montessori in the Public Sector (NCMPS)

Academic achievement, African American community, African Americans, Americas, Arithmetic - Achievement, Early childhood care and education, Early childhood education, Lower elementary, Mathematics - Achievement, Montessori method of education, North America, Public Montessori

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Abstract/Notes: As Montessori programs in public schools expand, Montessori education is becoming available to a more diverse population of American students than ever before. Students of color have a significant presence in public Montessori schools; over a quarter of students in whole-school public Montessori programs are African American. As these programs grow, researchers have increasingly directed their attention to demonstrating that Montessori works in public schools; however, few studies have examined outcomes for African American students at the lower elementary level, when critical reading and math skills are being established. This study sought to answer the question, how effectively does Montessori instruction promote achievement for African American third grade students in reading and math, compared to similar traditional schools and other public school choice programs?

Language: English

Published: Washington, D.C., 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

Article

The Effect of Montessori Technique-Based Big Book to Improve Early Reading Skill and Learning Motivation for Fourth Grade Students in Elementary School

Available from: Journal of Xi'an University of Architecture and Technology

Publication: Journal of Xi'an University of Architecture and Technology, vol. 12, no. 8

Pages: 156-164

Asia, Australasia, Indonesia, Literacy, Montessori method of education, Southeast Asia, ⛔ No DOI found

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Abstract/Notes: The low level of reading comprehension in elementary school students can certainly affect their learning motivation in the learning process. To overcome this problem, this study aims: to investigate the effect of the Montessori-based Big Book on understanding Early Reading Skills and Learning Motivation. Quasi-experimental design was applied in this study. There were 26 students (14 males and 12 females) from SDN Pucang 4 as an experimental group and 23 students (13 males and 10 females) from SDN Pucang 2 were included as a control group. Data analysis in this study used an independent sample t-test with a significance level of 0.05. The results showed that students in the experimental group had higher scores better than the control group. This shows that the Montessori-based Big Book significantly promotes understanding of Early Reading Skills and Learning Motivation in the experimental group compared to control group students.

Language: English

ISSN: 1006-7930

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

Article

Analisis Metode Montessori Dalam Meningkatkan Kemampuan Membaca Permulaan Siswa SD/MI Kelas Rendah [Analysis of the Montessori Method in Improving the Beginning Reading Ability of Low Grade SD/MI Students]

Available from: Al-Aulad: Journal of Islamic Primary Education

Publication: Al-Aulad: Journal of Islamic Primary Education, vol. 3, no. 2

Pages: 69-77

Asia, Australasia, Indonesia, Montessori method of education - Evaluation, Southeast Asia

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Abstract/Notes: Metode Montessori merupakan metode yang dirumuskan berdasarkan teori montessori yang dapat digunakan dalam ranah pendidikan anak  dan disusun berdasarkan teori tentang perkembangan anak.  Karakteristik yang  paling terlihat dari metode ini yaitu menekankan pada aktivitas yang dimunculkan oleh diri anak dengan menekankan pada proses adaptasi lingkungan belajar anak yang dibentuk sesuai dengan tahap perkembangannya menggunakan peran dari aktivitas fisik dalam menyerap konsep pembelajaran untuk memiliki kemampuan yang praktis. Tulisan ini bertujuan untuk mendeskripsikan bagaimanakah metode Montessori dalam meningkatakan kemampuan membaca permulaan. Penelitian ini merupakan studi kepustakaan (library research), pembahasan dianalisis dengan menggunakan metode analisa isi (analysis content). Sumber yang digunakan dalam tulisan ini merupakan tulisan-tuliasan Maria yang telah diterjemahkan kedalam bahasa Indonesia. Hasil Penelitian trekait penerapan metode montessori menggunakan aktivitas rangsangan sesuai dengan prinsip maria montessori ternyata dalam pembelajaran dapat meningkatkan kemampuan membaca siswa dan dapat mengatasi keterbatasan siswa dalam pengenalan huruf-huruf. Maka dengan menggunakan metode Montessori untuk belajar membaca diupayakan dapat membantu peserta didik dalam mengembangkan kemampuan kognitif, psikomotor, dan afektif yang terdapat pada diri peserta didik, dengan membuat anak dapat belajar sesuai dengan tingkat perkembangannya. [The Montessori method is a method formulated based on the montessori theory which can be used in the realm of children's education and is compiled based on the theory of child development. The most visible characteristic of this method is that it emphasizes the activities brought up by the child by emphasizing the adaptation process of the child's learning environment which is formed according to their development stage using the role of physical activity in absorbing the concept of learning to have practical abilities. This paper aims to describe how the Montessori method is to improve pre-reading skills. This research is a library research, the discussion is analyzed using the content analysis method (content analysis). The source used in this paper is Maria's writings which have been translated into Indonesian. The results of this research concerning the application of the montessori method using stimulation activities in accordance with the principle of maria montessori, it turns out that learning can improve students 'reading skills and can overcome students' limitations in recognizing letters. So by using the Montessori method to learn to read, it is endeavored to help students develop cognitive, psychomotor, and affective abilities that are found in students, by enabling children to learn according to their level of development.]

Language: Indonesian

DOI: 10.15575/al-aulad.v3i2.7917

ISSN: 2620-5238

Article

Reading, Writing, and Mathematics: Explored and Discovered Rather than Taught

Publication: NAMTA Journal, vol. 28, no. 1

Pages: 43-55

⛔ No DOI found

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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

Master's Thesis

A Study of the Effectiveness of Instruction in Multi-Age Grading vs. Traditional Single-Grade Level Organization on the Reading Achievement of Fourth Graders

Available from: ERIC

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Abstract/Notes: A study examined the effects of multi-age/grade instruction, compared to the traditional single-grade approach, on the reading achievement of fourth graders. Subjects, 22 fourth-graders in a single-grade class, were divided into instructional groups based on chronological age while the instructional grouping for 22 students in a combined fourth and fifth grade class at a neighboring school cut across age and grade levels. The Comprehensive Test of Basic Skills was used to measure the growth in "total reading" over a 1-year period. Results indicated no statistically significant difference between means of the two groups, although a positive mean score in favor of the multi-age instructional design was noted. (A 50-item bibliography, and the themes of study and sample lesson plans for both groups are attached.) (RS)

Language: English

Published: Danbury, Connecticut, 1989

Article

Montessori and Early Reading

Publication: Reading News Report [Reading Newsreport], vol. 7

Pages: 4-6, 8

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Language: English

Blog Post

What Kind of Reading Program Belongs in Montessori?

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Abstract/Notes: One question I’m frequently asked is, “What kind of reading program should Montessori classrooms be using?” The Montessori curriculum covers every imaginable topic, but there is no specific set of books that is firmly linked to the Montessori method. I’m going to look at a few different possibilities for reading programs in the Montessori classroom, …

Language: English

Published: 2009

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