Portraits of Exemplary Montessori Practice for All Literacy Teachers

Soundy, Cathleen S.

doi:10.1023/b:ecej.0000005312.48974.0a

Cited by 12 publications

(8 citation statements)

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Section: The Montessori Methodsmentioning

confidence: 99%

“…Knowledge cannot be presented like a corpse of information that has no living connection to children's reality (Shor and Friere, 1987). Instead, literacy development in Montessori is viewed as a living process and the context for skill-building is built into the child's own spoken language and experiences (Soundy, 2003). Therefore, according to the Montessori philosophy, as explained by the Montessori guides in the Vieques schools, guides are encouraged to educate themselves in their students' interests when they are not familiar with the subject.…”

Section: Finding a Hook To Support Early Literacymentioning

confidence: 99%

“…In contemporary programs, language is designated as a major curricular area in Montessori classroom environments (Soundy, 2003). Early opportunities for meaningful interaction in the classroom pave the way toward later literacy achievements (Soundy, 2003). In practice, core standard pedagogical materials include the things that Montessori discussed in her book, such as sandpaper letters, the moveable alphabet, and grammar boxes (Montessori, 1912; Soundy, 2003).…”

Section: Introductionmentioning

confidence: 99%

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H is for Hurricane, M is for Maria: Supporting literacy in Vieques

Bryan-Silva

Sanders-Smith

2021

Journal of Early Childhood Literacy

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The case study, H is For Hurricane and M is For Maria explores the public Montessori System of Puerto Rico as an educational philosophy of resilience. The authors present a counternarrative to early literacy development on the island by focusing in on two public Montessori schools from Vieques, Puerto Rico. The study was conducted one year after the passing of Hurricane Maria. Data collected, highlights the strong effectiveness of combining children’s home life experiences together with foundational early literacy development. Through this piece, teachers and parents share how they teach early literacy by making the absolute most of what surrounds them physically and culturally. Puerto Rico is poorer than the poorest state yet has had the fastest growth of public Montessori schools, than anywhere else in the United States. Major conclusions state that access to public Montessori education in Puerto Rico offers children an advantage in early literacy development.

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Section: The Montessori Methodsmentioning

confidence: 99%

Section: Finding a Hook To Support Early Literacymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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H is for Hurricane, M is for Maria: Supporting literacy in Vieques

Bryan-Silva

Sanders-Smith

2021

Journal of Early Childhood Literacy

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“…Despite Montessori being one of the few theorists who had empirical data proving successful learning outcomes (Ormrod, 2008), some scholarly books like Driscoll (2005) do not mention Montessori"s learning theory. Many authors tout Montessori"s learning theories (Cossentino, 2006;Lockhorst, Wubbels, & Van Oers, 2010;Ormrod, 2008;Peters, 2008;Peterson, 2010;Soundy, 2003;Tzuo, 2007). Surprisingly the authors fail to mention a main guiding principle underlying Montessori"s learning theory, the concept of providing what is necessary and sufficient for children to independently learn.…”

Section: Montessori"s Learning Principle: Necessary and Sufficientmentioning

confidence: 99%

Beginning Reading Instruction: Application of Theory and Research to Practice

Wolf¹

2023

IJL

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Learning theories are important as beginning reading teachers strive to meet the diverse needs of many kinds of learners. This article explores the learning principles of three theoretical experts (a) Jean Piaget, (b) Lev Vygotsky, and (c) Maria Montessori. The paper demonstrates the application of these experts’ theories related to constructivism and pragmatism educational philosophies, and the process of teaching young children to read. It is concluded, decades of relevant learning theory and beginning reading research exist. It is now time for application of theory and research, bridging what we know into our classroom practice.

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“…Materials are designed for the children in a way that they can understand the concepts such as shape, size, color, touching, tasting and the relationship between these concepts (Oktay, 1987). Each specific set of materials within the Montessori curriculum can be adapted to fit the needs of the specific child, using a variety of strategies such as naming games, visual and conceptual matching, and sorting activities (Soundy, 2003). This method has been designed according to the age, level of development and culture (Poyraz ve Dere, 2001).…”

Section: Introductionmentioning

confidence: 99%

Effects of Montessori Teaching Method on Writing Ability of Iranian Male and Female EFL Learners

Aghajani

Salehi

2020

JPSE

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This study was an attempt to find out the impact of Montessori teaching method on EFL learners’ writing achievement. To fulfill the purpose of the study, out of 150 students, 95 male and female students were selected randomly to participate in this study. All of them were given a pretest to find out their level of proficiency. They had no background knowledge of English and they had not studied English before. They were also divided randomly into two groups namely experimental and control. The experimental group consisted of 23 male and 27 female learners while the control group consisted of 21 male and 24 female learners. Experimental group members were instructed based on Montessori teaching method and their instruction was based on different Montessori materials. The control group members had a routine teaching process. Each group was a mixture of both male and female learners with the age range of 5-6. After 12 sessions, writing posttest was given to both groups to evaluate whether there is any significant difference between these two groups or not. The obtained data were analyzed both descriptively and inferentially. The data were analyzed by statistical tests such as one-way ANCOVA and one-sample t-test. The statistical analyses revealed that there was significant statistical differences between two groups mean scores on the writing posttest. Therefore, it can be argued that Montessori teaching method had significant impact on learners’ writing skill.

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Portraits of Exemplary Montessori Practice for All Literacy Teachers

Cited by 12 publications

References 0 publications

H is for Hurricane, M is for Maria: Supporting literacy in Vieques

H is for Hurricane, M is for Maria: Supporting literacy in Vieques

Beginning Reading Instruction: Application of Theory and Research to Practice

Effects of Montessori Teaching Method on Writing Ability of Iranian Male and Female EFL Learners

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