Home > Authors > Rebecca L. W. Jackson > The Montessori Method's Use of Seguin's Three-Period Lesson and Its Impact on the Book Choices and Word Learning of Students Who Are Deaf or Hard of Hearing
The Montessori Method's Use of Seguin's Three-Period Lesson and Its Impact on the Book Choices and Word Learning of Students Who Are Deaf or Hard of Hearing
It has been well established in the literature that the acquisition of literacy presents a significant challenge for most students who are deaf or hard of hearing (Allen, 1986; Babbini & Quigley, 1970; Holt, 1993; Lane & Baker, 1974; Marschark, Lang, & Albertini, 2002; Moog & Geers, 1985; Traxler, 2000; Trybus & Karchmer, 1977). Vocabulary, which has been identified as one of the critical skills necessary for reading (NRP, 2000), is an area of language acquisition in which students with hearing loss demonstrate particular weakness (Davey & King, 1990; Gilbertson & Kamhi, 1995; LaSasso & Davey, 1987; Paul & Gustafson, 1991; Paul & O'Rourke, 1988). The Montessori Method uses Seguin's three-period lesson as a way to introduce new words to students. The individualization provided by the three-period lesson, as well as the simplicity of language and lack of feedback involved all hold...