Book Review
Powerful Literacy in the Montessori Classroom: Aligning Reading Research and Practice
DOI:
https://doi.org/10.17161/jomr.v9i2.21350Keywords:
Montessori education, science of readingAbstract
A century on, as young children in Montessori classrooms around the world continue to engage with Sandpaper Letters, Metal Insets, Moveable Alphabets, and Reading Command cards, an accumulation of studies into how children learn to read from across a range of
disciplines has generated an influential body of research evidence that has been dubbed the science of reading. The science of reading is currently being used to shape education policy and mandated curriculum documents, especially in the English-speaking world. For this reason, the comparative analysis of the Montessori approach and the science of reading presented in Powerful Literacy in
the Montessori Classroom: Aligning Reading Research and Practice will be welcomed by many Montessori educators.
References
Barrett, P., Shang, Y., Moffatt, J., & Kobbacy, K. (2013). A holistic multi-level analysis identifying the impact of classroom design on pupils’ learning. Building and Environment, 59, 678–689.
Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19, 5–51. https://doi.org/10.1177/1529100618772271
Culclasure, B., Fleming, D., & Riga, G. (2018). An evaluation of Montessori education in South Carolina’s public schools. The Riley Institute at Furman University.
Dwyer, M. I. (1977). A key to writing and reading for English. Association Montessori Internationale.
Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6–10. 84
Hoover, W. A., & Tunmer, W. E. (2021). The primacy of science in communicating advances in the science of reading. Reading Research Quarterly, 57(2), 399–408. https://doi.org/10.1002/rrq.446
Lillard, A. S. (2012). Preschool children’s development in classic Montessori, supplemented Montessori, and conventional programs. Journal of School Psychology, 50(3), 379–401.
Lillard, A. S., & Heise, M. J. R. (2016). An intervention study: Removing supplemented materials from Montessori classrooms associated with better child outcomes. Journal of Montessori Research, 2(1), 16–26. https://doi.org/10.17161/jomr.v2i1.5678
Lillard, A. S., Heise, M. J. R., Eve, M., Tong, X., Hart, A., & Bray, P. M. (2017). Montessori preschool elevates and equalizes child outcomes: A longitudinal study. Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.01783
Montessori, M. (1964). The Montessori Method. Shocken Books. Paris, S. G. (2005). Reinterpreting the development of reading skills. Reading Research Quarterly, 40(2), 184–202.
Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. Neuman & D. Dickinson (Eds.), Handbook for research in early literacy (pp. 97–110). Guilford Press.
Seidenberg, M. S., Borkenhagen, M. C., & Kearns, D. M. (2020). Lost in translation? Challenges in connecting reading science and educational practice. Reading Research Quarterly, 55(S1), S119–S130. https://doi.org/10.1002/rrq.341
Shanahan, T. (2020). What constitutes a science of reading instruction. Reading Research Quarterly, 55(S1), S235–S247. https://doi.org/10.1002/rrq.349
Share, D. L. (2021). Is the science of reading just the science of reading English? Reading Research Quarterly, 56(S1), S391–S402. https://doi.org/10.1002/rrq.401
Thomas, P. (2022). The science of reading movement: The never-ending debate and the need for a different approach to reading instruction. National Education Policy Center. https://nepc.colorado.edu/publication/science-of-reading
Wyse, D., & Bradbury, A. (2022). Reading wars or reading reconciliation? A critical examination of robust research evidence, curriculum policy and teachers’ practices for teaching phonics and reading. Review of Education. https://doi.org/10.1002/rev3.3314
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Susan Feez
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution Non-Commercial License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors can view article download statistics for published articles within their accounts.
Journal of Montessori Research
Author Agreement
The following is an agreement between the Author (the “Corresponding Author”) acting on behalf of all authors of the work (“Authors”) and the Journal of Montessori Research (the “Journal”) regarding your article (the “Work”) that is being submitted for consideration.
Whereas the parties desire to promote effective scholarly communication that promotes local control of intellectual assets, the parties for valuable consideration agree as follows.
A. CORRESPONDING AUTHOR’S GRANT OF RIGHTS
After being accepted for publication, the Corresponding Author grants to the Journal, during the full term of copyright and any extensions or renewals of that term, the following:
1. An irrevocable non-exclusive right to reproduce, republish, transmit, sell, distribute, and otherwise use the Work in electronic and print editions of the Journal and in derivative works throughout the world, in all languages, and in all media now known or later developed.
2. An irrevocable non-exclusive right to create and store electronic archival copies of theWork, including the right to deposit the Work in open access digital repositories.
3. An irrevocable non-exclusive right to license others to reproduce, republish, transmit,and distribute the Work under the condition that the Authors are attributed. (Currently this is carried out by publishing the content under a Creative Commons Attribution Non-Commercial 4.0 license (CC BY-NC.)
4. Copyright in the Work remains with the Authors.
B. CORRESPONDING AUTHOR’S DUTIES
1. When distributing or re-publishing the Work, the Corresponding Author agrees to credit the Journal as the place of first publication.
2. The Corresponding Author agrees to inform the Journal of any changes in contact information.
C. CORRESPONDING AUTHOR’S WARRANTY
The Corresponding Author represents and warrants that the Work is the Authors’ original work and that it does not violate or infringe the law or the rights of any third party and, specifically, that the Work contains no matter that is defamatory or that infringes literary or proprietary rights, intellectual property rights, or any rights of privacy. The Corresponding Author also warrants that he or she has the full power to make this agreement, and if the Work was prepared jointly, the Corresponding Author agrees to inform the Authors of the terms of this Agreement and to obtain their written permission to sign on their behalf. The Corresponding Author agrees to hold the Journal harmless from any breach of the aforestated representations.
D. JOURNAL’S DUTIES
In consideration of the Author’s grant of rights, the Journal agrees to publish the Work, attributing the Work to the Authors.
E. ENTIRE AGREEMENT
This agreement reflects the entire understanding of the parties. This agreement may be amended only in writing by an addendum signed by the parties. Amendments are incorporated by reference to this agreement.
ACCEPTED AND AGREED BY THE CORRESPONDING AUTHOR ON BEHALF OF ALL AUTHORS CONTRIBUTING TO THIS WORK
