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ERIC Number: EJ831449
Record Type: Journal
Publication Date: 2009
Pages: 5
Abstractor: ERIC
Reference Count: 12
ISSN: ISSN-1054-0040
Honoring the Child with Dyslexia in a Montessori Classroom
Skotheim, Meghan Kane
Montessori Life: A Publication of the American Montessori Society, v21 n1 p36-40 2009
Speaking, listening, reading, and writing are all language activities. The human capacity for speaking and listening has a biological foundation: wherever there are people, there is spoken language. Acquiring spoken language is an unconscious activity, and, barring any physical deformity or language learning disability, like severe autism, all children listen and speak. In contrast, writing systems must be consciously learned. A child beginning to read and write has to discover what sound each symbol in the written code stands for and, in English, understand that the sound may change depending upon the placement within a word (i.e. circus or success). However, for 8 percent of the population, this process is remarkably difficult. Variable and often hereditary, this difficulty in acquiring and processing written language is called dyslexia, and it is manifested by a lack of proficiency in one or more of the processes of reading, spelling, or writing. Because dyslexia is a language-based disorder, it can be predicted from language development during the pre-reading stage. Classroom teachers of many pre-reading children can be at the forefront of identifying and helping the child with dyslexia before the disability diminishes that motivation, confidence, and love of learning that denote a Montessori child. Good teachers often just "know" that a child is developing atypically, but rarely is that enough to get the child the help she needs. Some simple screening procedures can provide data to show parents and other professionals and can lend confidence to a hunch. This article offers several screening activities for the classroom teacher.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A