Term
Summer 2019
Capstone
Capstone Project
Degree Name
MAT
Facilitator(s)
Melissa Erickson
Content Expert
John Horton
Abstract
This capstone paper seeks to address the question, How could traditional literacy interventions be integrated into an authentic Montessori classroom in order to help public Montessori teachers address the specific needs of nonliterate first grade students? The literature review explores the topics of authentic Montessori, Montessori literacy curriculum, traditional reading interventions, school readiness and teacher challenges. The researcher was influenced by the works of M. Montessori, C. Anderson, R. Ungerer, National Educational Psychological Service (NEPS), and B. Goldsbrough. The researcher produced a project to address the specific needs of nonliterate first grade children in Montessori classrooms. The project created for this capstone is an intervention consisting of a series of 14 phonics lessons, to be presented using an authentic Montessori material, the sandpaper letters. Each lesson is constructed using the Understanding by Design (UBD) framework. This intervention can be taught by a Montessori-trained classroom guide as well as by a reading tutor, paraprofessional, or parent volunteer. There is an accompanying Nearpod curriculum where children can practice if they do not have access to the materials.
Keywords
At-risk Students, Literacy, Reading, Montessori
Recommended Citation
Dorer, Benjamin, "A Montessori Reading Intervention For Nonliterate First Grade Children" (2019). School of Education and Leadership Student Capstone Projects. 363.
https://digitalcommons.hamline.edu/hse_cp/363
Type
text
Publisher
Hamline University
Format
application/pdf
Source
School of Education Student Capstone Theses and Dissertations at Hamline University