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Sequence 5125 Dattke • Communicating with the Family child. A change of perspective is also needed for parents who do not consider the… |
Sequence 6126 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 The following are common stressful experiences for parents of children… |
Sequence 7127 Dattke • Communicating with the Family A child with developmental disorders will also have needs as they experience the… |
Sequence 8128 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 tance and aids that integrate Montessori-therapeutic principles and the… |
Sequence 9129 Dattke • Communicating with the Family a from the caregiver is not possible. The disabled child is also disabled in the… |
Sequence 1Children Who Make artiCulation errors: a Guide’s resourCe for developinG speeCh sounds in a Montessori environMent by Pam… |
Sequence 2140 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 of one’s culture makes it difficult to get needs met, prove cognitive… |
Sequence 3141 Shanks • Children Who Make Articulation Errors According to the American Speech, Language and Hearing Association, by… |
Sequence 4142 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 to understand should be screened for special services (Turnbull et al… |
Sequence 5143 Shanks • Children Who Make Articulation Errors not discriminate the error sounds. In order to learn to discriminate… |
Sequence 6144 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 to produce sounds in isolation followed by syllables. These stages are… |
Sequence 7145 Shanks • Children Who Make Articulation Errors which is a combination of the sounds for p and u. To teach sounds, we… |
Sequence 8146 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 The final key is the position in the mouth where the sound is produced.… |
Sequence 9147 Shanks • Children Who Make Articulation Errors When the child can say the sound in isolation with ease, work can begin… |
Sequence 10148 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 those sounds if the child is becoming frustrated. When the child is… |
Sequence 11149 Shanks • Children Who Make Articulation Errors In isolation Guide: What is this? Child: A tat. Guide: It is a …cat.… |
Sequence 12150 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 For older children who are working at a word level, dictation also… |
Sequence 13151 Shanks • Children Who Make Articulation Errors Montessori, Maria. The Absorbent Mind. 1949. New York: Dell, 1967. “… |
Sequence 1MulTi-sensory, hanDs-on ManiPulaTives anD aDulT esl by Timothy J. Stapleton Timothy Stapleton describes the use of multi-… |
Sequence 2154 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 lessons as well as observed the participants’ reactions to the mate-… |
Sequence 3155 Stapleton • Multi-Sensory, Hands-On Manipulatives and Adult ESL observed the children and developed what has become known… |
Sequence 4156 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 suMMary of relaTeD liTeraTure revieW The pedagogical approach Montessori… |
Sequence 5157 Stapleton • Multi-Sensory, Hands-On Manipulatives and Adult ESL Therefore, children in Montessori environments are able… |
Sequence 6158 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 ing with concrete manipulatives to understand abstract concepts might be… |
Sequence 7159 Stapleton • Multi-Sensory, Hands-On Manipulatives and Adult ESL knowledge in the conscious memory, and no opportunity is… |
Sequence 8160 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 The words are placed on color-coded cards in order to make it possible… |
Sequence 9161 Stapleton • Multi-Sensory, Hands-On Manipulatives and Adult ESL the study were used to observe the participants using… |
Sequence 10162 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 observational findings, support is found for the research question: Does… |
Sequence 11163 Stapleton • Multi-Sensory, Hands-On Manipulatives and Adult ESL nearby. Then the participants were asked to get a pencil… |
Sequence 12164 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 the actions being performed, as illustrated in the following activity,… |
Sequence 13165 Stapleton • Multi-Sensory, Hands-On Manipulatives and Adult ESL an abacus mounted on the wall. When I brought the abacus… |
Sequence 14166 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 recoMMenDaTions anD acTion Planning Based on this small-scale study, I… |
Sequence 15167 Stapleton • Multi-Sensory, Hands-On Manipulatives and Adult ESL tribute to what we can know although we are fallible” (p… |
Sequence 16168 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Enhance Young Children’s Reading Comprehension.” Journal of Educational… |
Sequence 17169 Stapleton • Multi-Sensory, Hands-On Manipulatives and Adult ESL ———. 1994. From Childhood to Adolescence. 1948. Oxford:… |
Sequence 1suPPorTing The Dyslexic chilD in The MonTessori environMenT by Alison Awes Alison Awes provides a comprehensive review of… |
Sequence 2172 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Rather than a particular language, children inherit the potential for… |
Sequence 3173 Awes • Supporting the Dyslexic Child in the Montessori Environment Among other things, the NRP found overall that… |
Sequence 4174 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 The findings of the NRP were not without controversy.6 Questions about… |
Sequence 5175 Awes • Supporting the Dyslexic Child in the Montessori Environment Prior to 2002, definitions usually explained dyslexia… |
Sequence 6176 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 element in reading comprehension. Books offer more complicated words… |
Sequence 7177 Awes • Supporting the Dyslexic Child in the Montessori Environment may misread many words or read words accurately though… |
Sequence 8178 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Scientists think that after a child has correctly read a word several… |
Sequence 9179 Awes • Supporting the Dyslexic Child in the Montessori Environment a language in which spatial memory is central, as… |
Sequence 10180 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 of children who were poor readers in the third grade remained poor… |
Sequence 11181 Awes • Supporting the Dyslexic Child in the Montessori Environment go hand in hand. Other times, it might look like a… |
Sequence 12182 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 because the dyslexic cannot simply memorize but must understand the… |
Sequence 13183 Awes • Supporting the Dyslexic Child in the Montessori Environment the letters of the alphabet is the most significant… |
Sequence 14184 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 To help children with learning delays, it is essential to observe and… |
Sequence 15185 Awes • Supporting the Dyslexic Child in the Montessori Environment If a diagnosis is made, an adult should explain to the… |
Sequence 16186 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Systematic phonics instruction helps children increase their ability to… |
Sequence 17187 Awes • Supporting the Dyslexic Child in the Montessori Environment task and by breaking the whole task down into its… |
Sequence 18188 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 school, rather than one or two years. This further repetition can make a… |
Sequence 19189 Awes • Supporting the Dyslexic Child in the Montessori Environment Letter sounds are introduced with the sandpaper… |
Sequence 20190 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 However, this will only happen because the child has been in- directly… |
Sequence 21191 Awes • Supporting the Dyslexic Child in the Montessori Environment Dyslexic readers in Montessori follow this same… |
Sequence 22192 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 effect of practice, as the brain creates a neural circuit when expertise… |
Sequence 23193 Awes • Supporting the Dyslexic Child in the Montessori Environment As the child enters the elementary classroom, the… |
Sequence 24194 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 peer guidance for oral reading also increase their fluency.52 Parents… |
Sequence 25195 Awes • Supporting the Dyslexic Child in the Montessori Environment Montessori referred to the integrated spoken and… |
Sequence 26196 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 are found with the manipulative materials in the classroom and the wider… |
Sequence 27197 Awes • Supporting the Dyslexic Child in the Montessori Environment As the child works towards the mastery of sound-symbol… |
Sequence 28198 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Because the second-plane child likes reasons, Montessori teachers give… |
Sequence 29199 Awes • Supporting the Dyslexic Child in the Montessori Environment units, and children should learn all of the most… |
Sequence 30200 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 chologists and special education teachers can serve as consultants to… |
Sequence 31201 Awes • Supporting the Dyslexic Child in the Montessori Environment In some cases, a dyslexic child may benefit from… |
Sequence 32202 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 The trained Montessori adult observes the child and provides her with… |
Sequence 33203 Awes • Supporting the Dyslexic Child in the Montessori Environment Academic Interventions, ed. by Berninger and… |
Sequence 34204 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 22. International Dyslexia Association, “Dyslexia Basics.” 23. Shaywitz… |
Sequence 35205 Awes • Supporting the Dyslexic Child in the Montessori Environment 39. Diana Hanbury King, “A Condition Rightly Named:… |
Sequence 36206 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 53. Maria Montessori, The Formation of Man (Madras, India: Kalakshetra… |
Sequence 37207 Awes • Supporting the Dyslexic Child in the Montessori Environment 65. King, p. 18. 66. Shaywitz, Overcoming Dyslexia, p… |
Sequence 1Feature occuPaTional TheraPy anD MonTessori— kinDreD sPiriTs: Moving ToWarDs a scienTific anD MeDical PeDagogy by Barbara… |
Sequence 2210 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 ing the basics of motor development will help teachers decide when to… |
Sequence 3211 Luborsky • Occupational Therapy and Montessori—Kindred Spirits The Person, Environment, Task Triad When treating clients… |
Sequence 4212 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 manner. Due to complex historical and personal circumstances, she… |
Sequence 5213 Luborsky • Occupational Therapy and Montessori—Kindred Spirits sori’s approach in the United States. According to the… |
Sequence 6214 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 tion, and memory storage of memories that are learned. In terms of motor… |
Sequence 7215 Luborsky • Occupational Therapy and Montessori—Kindred Spirits modify task demands or reduce learning or performance… |
Sequence 8216 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Executive functioning: such as self-regulation, atten- • tion, planning… |
Sequence 9217 Luborsky • Occupational Therapy and Montessori—Kindred Spirits From Observation and Clinical Analysis to Action… |
Sequence 10218 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 classes or sports teams, and church, for example. Each of these set-… |
Sequence 11219 Luborsky • Occupational Therapy and Montessori—Kindred Spirits postural control, balance, and bilateral coordination that… |
Sequence 12220 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 ing challenging enough to be of interest but not so hard that it is… |
Sequence 13221 Luborsky • Occupational Therapy and Montessori—Kindred Spirits Working on hands and knees is another way to build trunk… |
Sequence 14222 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Red Flags Following is a list of some of the red flags that would give… |
Sequence 15223 Luborsky • Occupational Therapy and Montessori—Kindred Spirits Prolonged or severe outbursts, difficulty with regu- •… |
Sequence 16224 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 port. Because it can cause problems with the hips and knees later in… |
Sequence 17225 Luborsky • Occupational Therapy and Montessori—Kindred Spirits If a child continues to W-sit despite being asked to sit a… |
Sequence 18226 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 tive response also includes being able to successfully learn skills that… |
Sequence 19227 Luborsky • Occupational Therapy and Montessori—Kindred Spirits the supports will not be needed for as long or as often.… |
Sequence 20228 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Proprioceptive Walks on toes • Stamps feet, plays too roughly,… |
Sequence 21229 Luborsky • Occupational Therapy and Montessori—Kindred Spirits Visual Does not focus on objects • Poor eye contact… |
Sequence 22230 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 The SPD Foundation has developed a taxonomy of terminology for… |
Sequence 23231 Luborsky • Occupational Therapy and Montessori—Kindred Spirits receptors are located in joints and muscles and they are… |
Sequence 24232 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Some Questions when Considering Sensory Processing Disorders Is it… |
Sequence 25233 Luborsky • Occupational Therapy and Montessori—Kindred Spirits Creating Opportunities for Proprioceptive Input… |
Sequence 26234 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 chair so they can pull on it with their feet as a way of getting prop-… |
Sequence 27235 Luborsky • Occupational Therapy and Montessori—Kindred Spirits It is very important to take a scientific approach to… |
Sequence 28236 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 menu. The sample below was made for a child who was struggling with… |