Literaturnachweis - Detailanzeige
Autor/inn/en | Virlee, Tori; Hardin, Erin; McKinlay, Chelsea |
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Titel | A Journey into the Science of Reading -- Part 1 of 2 |
Quelle | In: Montessori Life: A Publication of the American Montessori Society, 35 (2023) 3, S.34-39 (6 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1054-0040 |
Schlagwörter | Reading Research; Montessori Method; Reading Instruction; Faculty Development; Reading Processes; Spelling; Morphology (Languages); Phonemes; Phonemic Awareness; Phonics; Montessori Schools; Colorado (Denver) |
Abstract | Reading is one of the most well-studied aspects of human learning. Since the 1950s, with more interest, research tools, and funding available, the body of reading research has exploded: Every year, hundreds of new scientific papers are published. However, there has been a detrimental lag in ensuring this science is understood by the people who need it most: teachers. This gap between research and practice exists for many reasons: Classroom teachers have limited access to the studies (most articles are only accessible to college students and professors); they have limited time to sort through the hundreds of new findings each year; and the "Reading Wars" of the past century stifled professional learning and dialogue (Kilpatrick, 2015). In the first article in a two-part series, the authors who are educators at the Montessori School of Denver, examines their journey into the Science of Reading started with a supportive administration that recognized the need for well-resourced professional development in response to student needs. In their next article, they will cover specific examples and ideas for bringing the Science of Reading into the Early Childhood classroom. (ERIC). |
Anmerkungen | American Montessori Society. 281 Park Avenue South, New York, NY 10010-6102. Tel: 212-358-1250; Fax: 212-358-1256; e-mail: info@amshq.org; Web site: https://amshq.org/Educators/Membership/Montessori-Life |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |