خط مشی دسترسیدرباره ما
ثبت نامثبت نام
راهنماراهنما
فارسی
ورودورود
صفحه اصلیصفحه اصلی
جستجوی مدارک
تمام متن
منابع دیجیتالی
رکورد قبلیرکورد بعدی
Record identifier : 567225
Personal Name - Primary Intelectual Responsibility : McCladdie, Kathleen
Title and statement of responsibility : A comparison of the effectiveness of the Montessori Method of reading instruction and the Balanced Literacy Method for inner city African American students [Thesis]
Publication, Distribution,Etc. : Saint Joseph's University, 2006
Language of the Item : eng
Dissertation of thesis details and type of degree : Ed.D.
Body granting the degree : , Saint Joseph's University
Summary or Abstract : Reading achievement in the United States is poor. "According to the most recent National Assessment of Educational Progress, 44 percent of U.S. students in elementary and secondary school read below 'basic level', which means that they exhibit little or no mastery of the knowledge and skills necessary to perform work at each grade level. In the African American community, the statistics are alarming: 72 percent of African Americans scored below basic" (Collins, 1997). The lack of reading attainment is costly not only to the students but also to our nation. There is a direct correlation between illiteracy and high school dropout rate, unemployment and imprisonment. In this study, the effectiveness of the Montessori Method on inner-city students in the area of reading was examined. The participants were second through fifth grade students in a Philadelphia public school that has a Montessori Program. The scores of the Terra Nova test were analyzed to see if there was a significant difference in the reading achievement of children taught by the Montessori Method versus those taught through the Balanced Literacy Approach. The Montessori Method was found to be a more effective method for reading instruction. Thus, can be utilized in inner-city classrooms, insuring success to a population that is being failed by the traditional methods..
Topical Name Used as Subject : School administration, Literacy, Reading instruction, African Americans
Information of biblio record : TL
 
 
 
(در صورت عدم وضوح تصویر اینجا را کلیک نمایید)