When Dr. Maria Montessori opened her first school in the slums of San Lorenzo, Italy, in 1907, she developed and incorporated language learning materials that introduced language from a phonetic and sensory approach. She also provided an environment and activities that enriched vocabulary and language. She incorporated materials that the children enjoyed using and removed those they didn’t. Over the decades, her method and the materials have remained largely unchanged because they have consistently proven to be effective and consistent with scientific research. Several recent studies show both public and private sector Montessori students outperforming their peers when it comes to language proficiency, creativity, and complexity. (Source.) How does the Montessori approach to language and reading differ from a more traditional program? To answer this question, let’s look at the history of reading instruction in the United States.
In the early days before the United States were formed, young children in the colonies were taught to read English by identifying the sound each letter made–a phonetic approach, similar to what is used in the Montessori method. A child might look at the word /c/ /a/ /t/ and state each individual sound, something like this: “kuh – ah -tuh”.
In the mid 1800’s, this methodology changed, as the “father of American education”, Horace Mann, advocated for the whole-word approach to reading. Instead of segmenting each sound, a child would look at the word ‘cat’ and need to memorize how it looked as a ‘whole’. Schools shifted to this model, and the phonetic/alphabetical approach to reading faded almost entirely by the 1890’s. Unfortunately, the whole-word method of reading failed to bring hoped-for results — the illiteracy/reading proficiency rates in the 20th century United States are alarming.
But it didn’t stop there. The method continued in a variety of forms (whole-word, three cueing, MSV, guided reading) into the 21st century! Meanwhile, the National Assessment of Educational Progress found that between 2000 and 2017, 32-41% of fourth grade students were below basic level in reading. Current research shows that 54% of U.S. adults lack proficiency, meaning they read at the equivalent of a sixth-grade level, and 21% of adults in the U.S. are considered illiterate. (In 1840, that number was 3-9%.)
Educators and researchers have acknowledged there is a problem, and studies have shown showed the whole-word method, and its derivatives, are contributing factors. Districts, educators, and textbook creators started incorporating phonics instruction into their materials and called their approach “balanced literacy”. (Source.) However, this approach is a “little bit of whole word instruction with long lists of words for kids to memorize. It’s a little bit of phonics. And fundamentally, it’s the idea that children should be taught to read using the three-cueing system.” (Source.) The problem with this integrated approach is that children are given reading tools before they’ve mastered the basics.
To help us understand, let’s consider: would we give a kindergarten or first grade child a calculator on which to do their sums and multiplication? What child would say “no” to such a fun tool, especially when it means they can avoid exerting the mental effort initially required when learning the addition and multiplication facts! But this tool will quickly become a “crutch” and will inhibit proficiency. This will become more evident at later grade levels where mathematics becomes more complex. A “balanced literacy” approach has a similar effect when used with children in early grade levels.
“But children have been learning to read with the whole-word and balanced-literacy approach,” someone might argue. You might have even learned to read via that method. So, is it really a problem? Researchers estimate that as many as 40-50% of children learn to read no matter HOW they are taught – these children do so in spite of whole word methodology, not because of it. But what about the other 50-60% of children that are struggling? How can we support them and give them the skills they need to achieve proficiency in reading?
It is essential that we advocate for our children. If you have questions about your child’s reading journey, we encourage you to speak with their teacher. Reading proficiency is strongly correlated with future school and career success, and the early years are essential for setting the right foundation.
An authentic Montessori program will provide your child with an evidence-based, scientific approach to reading, offering phonemic awareness, phonetic teaching, and a language-rich environment. It will also cultivate a love of learning, as we work alongside your child’s unique development and interests.
If you’re interested in learning more about our approach to reading, we’d love to meet you, introduce you to some of the Montessori materials, and answer any questions you might have! Contact us today!
