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456 results

Article

✓ Peer Reviewed

Does Learning the Alphabet in Kindergarten Give Children a Head Start in the First Year of School? A Comparison of Children’s Reading Progress in Two First Grade Classes in State and Montessori Schools in Switzerland

Available from: Taylor and Francis Online

Publication: Australian Journal of Learning Difficulties, vol. 22, no. 2

Pages: 95-108

Europe, Switzerland, Western Europe

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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

Article

Tribute to True Reading

Publication: NAMTA Quarterly, vol. 1, no. 2

Pages: 30-33

Literacy, Reading

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Language: English

Article

[The Effectiveness of a Training Program Based on the Montessori Method in Improving Reading Skills Among Pupils with Learning Difficulties in Early Childhood]فاعلية برنامج تدريبي قائم على طريقة منتسوري في تحسين مهارات القراءة لدي التلاميذ ذوي صعوبات التعلم بمرحلة الطفولة المبكرة

Available from: University of Palestine - Institutional Repository

Publication: [Palestine University Academy for Research and Studies] مجمة جامعة فمسطين لؤلبحاث والدراسات, vol. 10, no. 2

Pages: 397-439

Asia, Children with disabilities, Inclusive education, Middle East, Palestine, People with disabilities, Western Asia, ⛔ No DOI found

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Abstract/Notes: هدفت الدراسة الحالية الي قياس مدي فاعلية برنامج تدريبي قائم على طريقة منتسوري في تحسين مهارات القراءة لدي التلاميذ ذوي صعوبات التعلم بمرحلة الطفولة المبكر [The current study aimed to measure the effectiveness of a training program based on the Montessori method in improving reading skills among pupils with learning difficulties in early childhood.]

Language: Arabic

ISSN: 2410-874X

Article

✓ Peer Reviewed

Resident-Assisted Montessori Programming (RAMP™): Use of a Small Group Reading Activity Run by Persons With Dementia in Adult Day Health Care and Long-Term Care Settings

Available from: SAGE Journals

Publication: American Journal of Alzheimer's Disease and Other Dementias, vol. 22, no. 1

Pages: 27-36

Alzheimer's disease, Dementia, Gerontology, Montessori therapy, Montessori-based interventions (MBI)

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Abstract/Notes: Six persons in the early to middle stages of dementia (“leaders”) were trained in Resident-Assisted Montessori Programming (RAMP™) to lead a reading activity fo...

Language: English

DOI: 10.1177/1533317506297895

ISSN: 1082-5207, 2162-9986

Article

The Montessori Preschool: Preparation for Writing and Reading

Publication: NAMTA Journal, vol. 25, no. 1

Pages: 79-98

Child development, Children with disabilities, Classroom environment, Early childhood education, Literacy, Montessori method of education, Montessori schools, Prepared environment, Reading - Academic achievement, Special education, Writing - Achievement

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Abstract/Notes: Discusses guidelines for the use of the Montessori prepared environment in addressing special needs students, focusing on writing and reading difficulties. Examines the value of Montessori's motor and sensory education as a bridge for both typically and atypically developing children. (JPB)

Language: English

ISSN: 1522-9734

Doctoral Dissertation

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

Article

Teaching Reading and Writing in the Henry Barnard School

Publication: Rhode Island College of Education Bulletin, no. 21

Americas, Henry Barnard School (Rhode Island) - History, Montessori method of education, North America, Reading, United States of America, Writing

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Language: English

Article

Spreading Their Wings

Publication: Montessori International, vol. 9, no. 5

Pages: 32

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Language: English

ISSN: 1470-8647

Article

A Reading Scheme for English

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1968, no. 1/2

Pages: 15–34

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Abstract/Notes: With introduction by Mario Montessori

Language: English

ISSN: 0519-0959

Article

Introduction to the reading scheme for english

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1968, no. 1-2

Pages: 15-18

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Language: English

ISSN: 0519-0959

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