Language writing
Having been helped to analyse the word and represent it in a graphic form the child would have exploded into writing. If writing is a great human conquest then the ability to read is the pinnacle of this conquest. As compared to writing, reading is more complex.
Writing begins as a thought in the mind of the being that translates it into writing whereas when the being begins to read there is no thought in his mind. He is reading what somebody also has expressed thought whereas reading begins with the unknown. If writing is the means of communication reading is the skill that enables the being to receive this communication. Having recognised this Dr. Montessori felt that writing, as the related language skill must occur first before one can start reading. As opposed to the traditional school of though, where both writing and reading are given simultaneously, in the prepared environment, there is a sufficient time gap in between the manifestations of these tub skills.
Analysing the stages involved in writing and reading, technically we conclude that the child has to be helped analyse a word into its component sounds before he starts synthesising the sounds to form a word. There are various stages or steps involved to describe the act of reading.
1. Recognise and identify the symbols expressed graphically.2. Confirm the sounds each of those symbols represent.
3. Fused together a group of sounds found in a word, Recognise a group of sounds as a single unit.
4. Recognise the meaning of the word.
5. Place the word in reference to the other words, which contributes to the sentence.
Responsibility of the Adult –Role of the Environment
Just as with any human manifestation the child starts showing certain symptoms.
For e.g.1. Child starts recognising the words he has analysed. He starts synthesizing the components to form a whole word.
This may be noticed in his own words or the words analysed by another child. This should not be mixed up as reading. Though this cannot be identified as "total reading", yet it was realised that this should not be ignored. Taking the cue from the child the directress should introduce certain activities, which would strengthen his capacity to read mechanically, In order to help the child understand that reading is understanding the thought, which is in the writer's mind, the various reading activities include certain amount of writing. With certain languages, which are non phonetic, the orthographic complications already introduced are brought to the child's notice. As with any human skill, reading also needs a lot of practise. In order to make him feel comfortable to read, whatever has been written down, more and more orthographic forms are introduced. Just as for writing reading also needs to be given a lot of scope offered via independent work. Though with the mechanical stage of reading the interpretive element has been given certain importance it is still not complete.
Parallely the child is introduced to the other phenomenon such as puzzle words, function of words etc. giving the child ample scope for reading practise and also to come across the various function of words, he is introduced to the classified reading. The classified reading begins as single words, which is the introduction of nomenclature. Gradually it move towards descriptions and definitions offered via small booklets. At this stage, the directress has to increase the opportunities, which she may do by offering all the items of human culture via reading materials. Having acquired sufficient fluency to read, not only comfortably but also not losing out on the semantic potential, the child is then introduced to reading analysis. This group of activities would enable the child to analyse a sentence logically i.e.,: - grammatically, this was offered to the child with the question game both at the spoken and writing levels. When the child is analysing a sentence logically, he is able to recognise the subject of the sentence, the predicate that supports the subject and so on. This may continue towards analysing and identifying adjectival clause and adverbial clauses, which are themselves, a group of words. Dr. Montessori introduced grammar symbols both at the level of function of words and reading analysis.
Each word belonging to a particular group (parts of speech or function of words) has a typical structure and function, which can only be recognised by the intellect. Therefore at the time of the oral activities the understanding may not be complete as for as the child is concerned. To sort out this confusion, Dr. Montessori introduced the grammar symbols.
CONCLUSION
Language unfolding is a dramatic stupendous occurrence in the life of the child. The child in the 1st plane who begin absorbing noncousciously and who arrives at the stage where he has started recognising its function as means of communication is led on to recognise its significance as a powerful expression of human intelligence. Thus arriving at this stage is itself a process of development. It is an important component of his elf formation. Therefore language is not a subject to be taught, instead should be given the status of the abstract means of development. Thus it serves in the creation of an integrated human personality. In this process of self formation both the Montessori environment and the adult serve as the means of development and help the child in the unfolding of his psyche.
When the child is working with the function of words and later on with the reading analysis he symbolises the various components of a phrase or a sentence. This would enable him to see the syntactic pattern, which each language maintains and which is also one of the most important and interesting characteristics of a language. The child is also given exercises where he has to go deeper than the lexican meaning, which leads him towards "total reading". What he reads he is able to visualise with his imagination. Just as creative writing was encouraged, his ability to perform 'total reading' is also ample supported. Thus with awakened psychical powers the child gradually is led towards "appreciative reading" even as he is encouraged to dramatise what he reads.
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