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Article
Basic Geometric Shapes and Reading
Available from: SAGE Journals
Publication: Academic Therapy, vol. 12, no. 1
Date: 1976
Pages: 53-66
Article
The Montessori Preschool: Preparation for Writing and Reading
Available from: Springer Link
Publication: Annals of Dyslexia, vol. 47
Date: 1997
Pages: 241-256
Children with disabilities, Dyslexic children, Inclusive education, Learning disabilities
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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
Article
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
Date: 2017
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
The Influence of Preschool Teachers' Beliefs on Young Children's Conceptions of Reading and Writing
Available from: ScienceDirect
Publication: Early Childhood Research Quarterly, vol. 4, no. 1
Date: 1989
Pages: 61-74
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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
Article
Materials and Methods in Reading: The Montessori Approach
Publication: Education (Boston), vol. 85
Date: Apr 1965
Pages: 468
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Language: English
ISSN: 0013-1172
Article
Evaluating Pre-Readiness Approaches to Reading: Montessori
Publication: Education (Boston), vol. 87
Date: 1966
Pages: 12-14
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Language: English
ISSN: 0013-1172
Article
Motor Development Program: A Preparation for Writing and Reading
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1965-1973), vol. 6, no. 1
Date: Summer 1970
Pages: 5-19
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Language: English
ISSN: 0010-700X
Article
Preliminary Steps to Reading and Writing
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1965-1973), vol. 7, no. 3
Date: Spring 1972
Pages: 9-14
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Language: English
ISSN: 0010-700X
Article
Writing Before Reading
Publication: Montessori Matters, no. 2
Date: 1991
Pages: 22–27
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Language: English
Article
Writing before Reading?
Publication: Montessori Today (London), vol. 2, no. 1
Date: Jan/Feb 1989
Pages: 12-13
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Language: English
ISSN: 0952-8652