Children
nowadays are facing many challenges. Some of these challenges are financial, or
due to broken families; others come from not having the chance to be in a
successful school or from being bullied. A large number of children also suffer
from learning disabilities. One of these disabilities is dyslexia. According to
Professor Sally Shaywitz, one in five American children suffers from dyslexia
(2003). Dyslexia is a complex learning disability that looks different for each
child. Luckily, a lot of research has been done on the subject in the last
decade, offering a variety of tools and options for teachers and parents. All
children face unique difficulties and it is the job of the teacher to support
them and lead them towards success. Based on current research and an in-depth
look at Montessori education, educators can see how children with dyslexia can
be supported within the Montessori classroom and led towards success.
Dyslexia
is often associated with reversing letters and numbers or seeing symbols
backwards, yet Shaywitz tells us that this is a common misconception (Shaywitz,
2003). Dyslexia is far more complex. In the video What Is Dyslexia?, Sandman-Hurley, defines
dyslexia as: “… caused by a phonological processing problem” (2013). This makes
manipulating language the biggest challenge and not, as often is misunderstood,
with seeing (Sandman-Hurley, 2013). This processing problem is seen in the way
a dyslexic brain funcitons. Through the use of MRIs, researchers were able to
take a look into the processes of the brain for a child with dyslexia versus a
child without it (Shaywitz, 2003). This showed that dyslexics tend to rely more
on their right hemisphere and frontal lobes than on their left hemisphere which
is incharge of language (Sandman-Hurley, 2013). This makes reading a longer and
more complicated process.
Dyslexia is a lifelong disability and is heriditary (Shaywitz,
2003). As research has grown and there is more awareness on what dyslexia is,
more and more people realize that this is the reason they struggled in school.
Often parents of children with dyslexia will discover their own disability as
they work to support their child (Shaywitz, 2003). Dyslexia is a disability
making the process of reading and writing more challenging but it is very
improtant to remember that it does not affect a person’s intelligence. The National
Institutes of Health conducted a study to illustrate how dyslexia is not
related to lower IQ scores (NIH News, 2011).
Children suffering from dyslexia struggle at keeping up with
their peers, since reading and writing is a far more complex process for them
(Sandman-Hurley, 2013). Yet each child will struggle in a unique way depending
on how severe the disability is (NCLD Editorial Team.
(n.d.). The NCLD Editorial Team explains: “Some with dyslexia can have trouble
with reading and spelling, while others struggle to write, or to tell left from
right. Some children show few signs of difficulty with early reading and
writing. But later on, they may have trouble with complex language skills, such
as grammar, reading comprehension and more in-depth writing.” ((NCLD Editorial Team. (n.d.). These
difficulties not only make learning challenging but can also have a negative
impact on a child’s self-esteem (Foss, 2013). Not only do educators need to find appropriate
strategies to support dyslexic children, they must also remember to focus on
the child’s strength (Shaywitz, 2003).
It
is important to diagnosis children early in order to begin intervention as soon
as possible. Early identification is crucial since a child’s brain is far more
flexible as a young age (Shaywitz, 2003). Too often identification does not
happen until third grade (Shaywitz, 2003). By then children have already
struggled and missed important concepts. The “wait and see” approach is not
beneficial to children (Bourne, 2011). Once dyslexia is suspected, it is vital
to being diagnosis and intervention. Ben Foss reminds us of the importance of a
child’s emotional and social development (Foss, 2013). For a child to be able
to be successful in learning with dyslexia, not only must there be accommodation
for learning but the child must also feel comfortable and safe. According to
Shaywitz, first grade is the most crucial time for reading, it is when a child
learns to decode, identify, and understand words (Shaywitz, 2013). There is a
great need for teachers of children even below first grade to be trained and
aware for the signs of dyslexia in order to intervene as soon as possible. Skotheim
proposes that children can be identified as early as age four or five
(Skotheim, 2009).
Gavin
Reid discusses the many aspects and options of diagnosing dyslexia (Reid,
2011). Reid suggests that parents or teachers who have suspicions that a child
is struggling must perform a full and formal assessment as soon as possible
(Reid, 2011). There are many options available for assessments. These can be
done through professionals, educators, or from resources from trusted
institutions such as the California Association of Licensed Education
Psychologists (Reid, 2011). For an assessment to be successful, it must be
based on the child’s curriculum and lead to concrete recommendations (Reid,
2011). Foss adds that children’s strengths should also be assessed (Foss,
2013). By focusing on the curriculum, having a plan, and honoring the child’s
strengths, parents and educators can begin to put into place strategies to
support dyslexia. There are now many options available. Many severely dyslexic
people have found ways to live with their disability and thrive. One of these
people is Ben Foss, the author of The
Dyslexia Empowerment Plan. In his book, he discusses the various tools he
uses such as speaking through a computer, using transcribing programs, and
editing (Foss, 2013).
Once
the diagnosis has happened and assessments have been administered, there are
many proven methods that can support dyslexic children. In the video What Is Dyslexia?, Sandman-Hurley points out the brain processes can be
changed by using: “… an intensive, multi-sensory intervention that breaks the
language down and teaches the reader to decode….” (Sandman-Hurley, 2013). This
allows for more work to happen in the left hemisphere of the brain and drives
for an improvement in reading. Books and online resources have found many ways
to offer effective interventions for dyslexic readers. Yet the Montessori
Method already offers a strong foundation for supporting dyslexic students
through its hands-on materials and philosophy.
In 1898, Maria Montessori began working with special needs
children and thus became one of the first special educators (McKenzie,
Zascavage, 2012). Through her observations and experiments, she created a new
method of education through a well-prepared environment with hands on material and
teachers trained to be observers (Standing, 1998). In 1906, she opened her
first school for all children. To this day the Montessori Method remains one of
the most effective methods of education for all children, whether with or without
disabilities.
Each
area in the Montessori classroom is specially prepared with clear and direct
aims, from Sensorial and the refinement of the senses, to Practical Life and
life skills, Math and a concrete experience of numbers and quantities, to
Cultural and experiences connecting to the world, and finally to Language. The
Montessori language curriculum offers hands-on manipulative materials that
follow a scaffolding sequence. This allows children to learn with their hands,
deconstruct, and reconstruct language, offering an ideal model for what Sandman-Hurley recommends (Sandman-Hurley, 2013).
In a primary Montessori classroom students as young as three
are first introduced to language through games such as “I, Spy”, rhyming, and
initial sound activities. This helps create a strong phonological awareness. Phonological
awareness is foundational towards reading and writing (Skotheim,
2009). Later on, through the sandpaper letters, not only are children learning
their letters through sounds visually but they are also through touch.
Richardson reminds us that the kinesthetic sense is the strongest for memory
(Richardson, 2004). This offers a highly multi-sensory approach to learning. It
is important to note that this stage can be difficult for dyslexic students as
they work to understand the relationship between the symbols of letters and
their sounds (Reid, 2011). This is an ideal time to pay extra attention to
students and identify their difficulties in order to offer accommodations as
early as possible.
Once
children have a strong phonological awareness and knowledge of sounds and
letters, they are introduced to the large movable alphabet that allows them to
deconstruct and build words. This offers yet another multi-sensory process
towards understanding language. Later on children also learn whole-word
strategies offering a “whole-language” approach towards teaching reading (Epstein,
2006). Epstein also reminds Montessori teachers to use a variety of strategies
in order to meet the needs of all children. Unlike others, she advocates for
offering the children the time to develop their reading skills at their own
pace without labeling a child who is not reading by age five as dyslexic
(Epstein, 2006). This reminds us to keep a balance between identifying issues
and following the child’s development.
Just
as children in a more traditional setting need to be identified, it is crucial for
identification to also happen within the Montessori classroom. While the
curriculum offers ideal tools to support dyslexic students, it is not enough. Teachers
must be aware of the many ways dyslexia can manifest and the many proven tools
available to best support dyslexic students. Skotheim offers simple checklists
and activities to assess children’s development within the Montessori classroom
(Skotheim, 2009). Reid also emphasizes the need for parent-teacher
collaboration (Reid, 2011). As parents help support their children at school
and outside of school they must have access and information about the progress
or challenges happening in the classroom.
As
awareness on dyslexia grows, it is imperative for teachers to be knowledgeable
and have a variety of strategies on hand in order to meet all students’ needs. In
his dissertation, Washburn found that very few teachers were properly trained
(Washburn, 2009). Teachers must become more knowledgeable about dyslexia and
child development in general in order to support students successfully. Maria
Montessori created her didactic materials through the observation of children
and trial and error. She was a scientist knowledgeable in development. With
this background, she was able to offer the children what they most needed. It
is our job as well, as teachers to observe, experiment, and believe in the
children’s development in order to meet their needs.
Recent
studies and research clearly illustrate the need to better understand dyslexia,
to identify students as early as possible, and to provide a multi-sensory
environment for dyslexic children. The Montessori environment is rich in
multi-sensory materials and follows a “whole-language” approach to reading,
offering dyslexic students a positive learning experience. Through the
Montessori Method, teachers are able to follow children individually and use
specific strategies to support them. It is crucial for Montessori teachers to
be trained to observe and support dyslexic students in order to provide the
appropriate strategies and support. Maria Montessori, yet again, was head of
her time and provided us with a rich and successful method to meet all
children’s needs.
Annotated Bibliography
Bourne,
L. (2011). Dealing with dyslexia. Montessori For Everyone. Retrieved from http://www.blog.montessoriforeveryone.com/dealing-with-dyslexia.html
Lori
Bourne discusses her personal experience with dyslexia as she discovered some
of her family members struggling with it. She touches on the overview of what
it is, what it looks like neurologically, the importance of early
intervention, and what can be done to support dyslexic children. She also
offers a wide range of resources and tools for educators and parents.
Epstein. A. (2006).
Montessori early childhood language: life-long literacy. Montessori.org.
retrieved
from http://www.montessori.org/index.php?option=com_content&view=article&id=142:montessori-early-childhood-language-life-long-literacy&catid=39:birth-6&Itemid=71
Ann
Epstein, once a speech pathologist, outlines the development of language from
verbal to visual and tactile. She outlines the Montessori way of teaching
language and its benefit to the child not only for school but for life.
Epstein emphasizes the benefit of the Montessori "whole-language"
approach to reading to meet the needs of all children.
Foss, B. (2013). The Dyslexia Empowerment Plan.
Ballantine Books. New York
Ben Foss encourages children and
parents to learn the facts on dyslexia, be empowered, and grow to their full
potential. He also provides helpful tools such as helpful resources,
diagraph, and checklists. Instead of overcoming dyslexia, Foss proposes,
integrating it into daily life.
McKenzie, G.K. Zascavage, V.S. (2012) Montessori
instruction: a model for inclusion in early childhood classrooms and beyond. Montessori Life. 24.1 (Spring 2012):
32-38.
McKenzie
and Zascavage analyze how the Montessori classroom is preprogramed for
inclusion. They go in-depth on how the philosophy and many aspects can meet the needs of children with a
variety of learning difficulties.
NCLD Editorial Team.
(n.d.) What is dyslexia? National Center for Learning Disabilities.
Retrieved
from http://www.ncld.org/types-learning-disabilities/dyslexia/what-is-dyslexia
The
National Center for Learning Disabilities offers a simple guide on what
dyslexia is, how it is identified, how it affects people, and how it can be
treated. It offers warning signs by age groups as well as practical steps for
parents and educators to take.
NIH News. (2011). NIH-funded
study finds dyslexia not tied to IQ. National Institutes of Health.
Retrieved from http://www.nih.gov/news/health/nov2011/nichd-03.htm
The
National Institutes of Health conducted study to see whether dyslexia and
lower IQs were connected. They found that dyslexia does not mean lower IQs
and that dyslexic children should receive support in reading.
Reid, G. (2011).
Dyslexia: A Complete Guide for Parents and Those Who Help Them. Whiley-
Blackwell.
Chichester, UK
Reid's
book not only discusses the various aspects of dyslexia but also shares real
accounts form parents and educators. He provides many helpful strategies for
parents, places an important emphasis on children's emotion development,
offers many important resources. Reid also discusses what happens after
school, providing many helpful resources of dyslexics to be successful
throughout their lives.
Richardson, O. S. (2004). Resarch
validates montessori approach to teaching language. Montessori Life. Summer 2004. 16, 3, 46
This
article discusses how Montessori education is an ideal method for teaching
language to children based on research from the National Institutes of
Health. It illustrates how the Montessori Method also supports children with
learning disabilities, particularly dyslexia. The author also offers games
and activities to support children’s language development.
Sandman-Hurley, K. (2013). What is dyslexia? [video file]. TED-ED.
Retrived from http://www.youtube.com/watch?v=zafiGBrFkRM&noredirect=1
This video offers a quick inside look
on what dyslexia is. It offers an overview of how a dyslexic brain functions
and how this affects children's learning.
Shaywitz, S. (2003). Overcoming Dyslexia. New York: Vintage
Random House Inc.
This book give great detail and
history on what dyslexia is and how parents, teachers, and students can
overcome it. The author explains how dyslexia works and the importance of
diagnosis and what can be done from there. It offers practical steps to
incorporate both at home and at school to support students with dyslexia.
Skotheim, M. K.
(2009). Honoring the child with dyslexia in a montessori classroom. Montessori
Life, 21.1 (2009): 36-40.
Skotheim
offers a simple and comprehensive overview of dyslexia and how it affects
children with this learning disability. She connects recent research with how
children learn within the Montessori classroom and illustrates how the two
combine.
Standing, E. M. (1998). Maria
Montessori: Her Life and Work. New York: Penguin Group.
E.M. Standing discusses the depth of
the Montessori philosophy through personal accounts of Montessori's life and
examples of her method in action.
Washburn,
E.K (2009). Teacher knowledge
of basic language concepts and dyslexia: are teachers prepared to teach
struggling readers? (Doctoral Dissertation). Retrieved from ProQuest
Dissertations and Theses. (UMI No. 3399916)
Washburn's
dissertation focuses on the lack of teachers' preparation to support dyslexic
children. He conducted three studies to gather data on teachers'
preparedness. He then worked on possible solution to prepare teachers to be
successful in helping dyslexic children through in-service programs and continuing
education.
