After the publication of “Sprache: Schlüssel zur Welt; Handbuch zur Spracherziehung in der Montessori-Pädagogik”, vol. 1 and 2 (Auer Verlag, Donauwörth 2005), taking care of children with
difficulties in reading and spelling (“LRS”) has become the focus of attention.
The following questions are looked at:
- Which theories are there concerning the genesis and care of “LRS”?
- Have there been any changes in trends within the last years?
- Which correspondences do occur with regard to the theory of linguistic education in Montessori Education and the current discussion about “LRS”?
- Are there any connections to be found between the individualising work setting of the Montessori concept and the requirements of an effective care of “LRS”?
- How can the concrete operational concept of the Montessori material be contributed effectively to the care of children with “LRS”?
- Where do additions seem to be necessary?
Reinhard Fischer, PhD, as well as lecturers of the Montessori Vereinigung Deutschland e.V., seat Aachen.
Fischer, Reinhard: Sprache: Schlüssel zur Welt; Handbuch zur Spracherziehung in der Montessori-Pädagogik”, vol. 1 and 2, Donauwörth: Auer Verlag 2005 und 2006