Montessori Education and the Dyslexic Child Research Paper

 

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.