3 years ago

Timecodes:
0:00 Intro
2:30 Discovery
7:15 Key Predictors List
10:10 Phonological Awareness
12:05 Phonemic Awareness
14:02 Rapid Automatized Naming
18:00 Working Memory
23:16 Syllables
28:37 Encoding/Decoding
28:58 Interventions

Video Source (MontessoriGuide.Org):
https://vimeo.com/78757947

Website Sources:
http://dyslexiahelp.umich.edu/professionals/dyslexia-school/phonological-awareness

http://www.defeat-dyslexia.com/2016/04/a-quick-guide-to-dyslexia-and-working-memory/

https://dyslexiaida.org/working-memory-the-engine-for-learning/

https://ortongillinghamonlinetutor.com/rapid-automatized-naming-and-fluency/

https://ortongillinghamonlinetutor.com/the-big-five-teaching-syllable-types/

Montessori Sources:
Lillard, Paul Polk. (1972). Montessori a modern approach: the classic introduction to Montessori for parents and teachers. New York, NY: Schocken Books Inc.

Montessori, Maria. (Vol 1). (2007). The absorbent mind. Amsterdam, The Netherlands: Montessori-Pierson Publishing Company.

Montessori, Maria. (Vol 2). (2017). The discovery of the child. Amsterdam, The Netherlands: Montessori-Pierson Publishing Company

Standing, E.M. (1957) Maria Montessori: her life and work. New York, NY: Penguin Group.

Montessori Institute of San Diego

Academic Sources (paywall)
Bratsch-Hines, M., Vernon-Feagans, L., Pedonti, S., & Varghese, C. (2019). Differential effects of the targeted reading intervention for students with low phonological awareness and/or vocabulary. Learning Disability Quarterly, 43(4), 214–226. https://doi.org/10.1177/0731948719858683

Catts, H. W., McIlraith, A., Bridges, M. S., & Nielsen, D. C. (2016). Viewing a phonological deficit within a multifactorial model of dyslexia. Reading and Writing, 30(3), 613–629. https://doi.org/10.1007/s11145-016-9692-2

Crosby, S. A., Rasinski, T., Padak, N., & Yildirim, K. (2014). A 3-year study of a school-based parental involvement program in early literacy. The Journal of Educational Research, 108(2), 165–172. https://doi.org/10.1080/00220671.2013.867472

Infurna, C. J., & Montes, G. (2020). Two years vs. one: The relationship between dosage of programming and kindergarten readiness. International Electronic Journal of Elementary Education, 13(2), 255–261. https://doi.org/10.26822/iejee.2021.188

Oslund, E. L., Simmons, D. C., Hagan-Burke, S., Kwok, O. M., Simmons, L. E., Taylor, A. B., & Coyne, M. D. (2014). Can curriculum-embedded measures predict the later reading achievement of kindergarteners at risk of reading disability? Learning Disability Quarterly, 38(1), 3–14. https://doi.org/10.1177/0731948714524752

Segal, A., & Martin-Chang, S. (2018). The apple doesn’t fall from the tree: parents’ readingrelated knowledge and children’s reading outcomes. Reading and Writing, 31(5), 1231–1247. https://doi.org/10.1007/s11145-018-9837-6

Vellutino, F. R., Scanlon, D. M., Zhang, H., & Schatschneider, C. (2007). Using response to kindergarten and first grade intervention to identify children at-risk for long-term reading difficulties. Reading and Writing, 21(4), 437–480. https://doi.org/10.1007/s11145-007-9098-2

Zuk, J., Dunstan, J., Norton, E., Yu, X., Ozernov‐Palchik, O., Wang, Y., Hogan, T. P., Gabrieli, J. D. E., & Gaab, N. (2019). Multifactorial pathways facilitate resilience among kindergarteners at risk for dyslexia: A longitudinal behavioral and neuroimaging study. Developmental Science, 24(1). 1-18. https://doi.org/10.1111/desc.12983