Honoring the Child with Dyslexia in a Montessori Classroom

Montessori Life, 2009 by Skotheim, Meghan Kane

5. Check alphabet skills by matching movable alphabet letters to their outline. Is the child trying to write letters on his own? Can he write letters to dictation?

6. Note the verbal cues discussed above and keep notes of mixed-up words or "filler" use.

If several of these areas cause concern, it is time to refer the child to a speech and language pathologist or licensed psychologist who specializes in dyslexia assessment for further testing and diagnosis. There are standardized tests available for use with young children. Don't wait to see if he or she outgrows the deficit. ''Early prediction or identification of reading problems is a necessary condition for early remediation and prevention. It allows for the development of compensatory abilities and strategies" (Olofsson & Niedersoe, 1999, p. 464).

A Classroom for Every Child

The ideal curriculum for children with dyslexia is multisensory, structured, cumulative, and sequential (Reid, 2003, p. 153). Where do we find this curriculum already in place with years of trusted results? A Montessori classroom, of course. Each of those requirements is met in all areas. The beginning language sequence is a perfect example. From the preparation of the ear through playing "I Sp)'" or the "Silence" game, to the multisensory tracing of a sound, through the sequential and cumulative flow into the movable alphabet and phonograms, the child experiences our language code in the best possible format. We spend time developing concentration and listening skills, expanding the development of spoken language with our emphasis on correct naming, poetry and song, and conversation skills. We encourage fine motor development to ease the work of handwriting through the use of tools, knobs, and practical life activities. We stress sequencing and directionality from the layout of our classrooms to the layout of the materials on the pouring tray. Our conscious preparation of the environment helps the child prepare for reading and writing.

An added benefit of a Montessori classroom is its mixed-age design and individualized work time. Children with dyslexia can work alongside children of different skill levels and capabilities, doing the same work. There is no need for a pull-out program or reading level groups. Our curriculum, with its activities designed to direct the child's attention toward individual speech sounds, is supportive of the initial reading growth of both normally developing children and children at risk for reading failure (Reid, 2003, p. 153). And this key element works to support the motivation and self-image of the child at risk.

A Checklist

As you observe your classroom, notice the level of activities designed to heighten phonemic awareness.

1. Do group times include poetry recitation, rhyming call-and-response songs, books with rhythm and rhyme?

2. Do you have variations and extensions for sandpaper letters that encourage repetition? Does your record keeping include notes about repeat lessons and retention?

3. Are all of your youngest children spending lots of time with "I Sp)'" and initial sound games?