An Annotation by Andrea Wondra
This article takes the position that the ideal curriculum for children with dyslexia is multisensory, structured, cumulative, and sequential. One’s ability to hear and produce rhyme and alliteration, count syllables through rhythm games, or segment and blend using onset and rime is crucial to learning to read and write. Reading and phonemic awareness are mutually reinforcing: Phonemic awareness is necessary for reading, and reading, in turn, improves phonemic awareness.
Although I teach four-year-old kindergarten in a public elementary school, many of the strategies for a constructivist classroom such as mine, are similar to those used in a Montessori classroom. Therefore, this article is relevant to my research. I am also certified in Early Childhood Special Education and usually teaching methods that are good for children with special needs are also good for typically developing children. The article explains that the ability to hear and produce rhyme is crucial to learning to read and write.
This is a high quality resource because it is from Montessori Life, which is the award-winning quarterly journal of the American Montessori Society. The American Montessori Society publishes the results of significant Montessori research, and the AMS Research Committee monitors Montessori studies published in other scholarly journals.
Skotheim, M. (2009). Honoring the Child with Dyslexia in a Montessori Classroom. Montessori Life, 21(1), 36-40.