They're enthusiastic about the alphabet: dyslexia and the Montessori pedagogical method

Abstract

Reading disorder, most commonly known as dyslexia, is a learning disability that seems to affect an increasing number of children. Numerous researches have been done on the subject over the last hundred years, all of them producing different and sometimes contradictory theories about its causes and possible therapies. In this thesis a general overview of such researches, of various etiological hypothesis and of the most commonly accepted treatments and therapies is presented. The Montessori pedagogical method is then introduced describing its main guidelines and presenting Maria Montessori’s reading and writing teaching approach supported by her own experiences. The aim of the thesis is to show how this highly enlightening pedagogical method can provide both a valid alternative to the standard procedure of reading and writing teaching and a valid dyslexia treatment method. This latter supposition is based on the fact that Montessori’s approach is a multisensory one, just like some of the most successful dyslexia therapies and treatments. Further empirical research on the matter is required.