The Impact of Montessori Preschool on Students’ Phonemic Awareness and Reading Readiness Skills

• In Event: Curriculum Studies in Alternate Contexts: Montessori, Trafficking, and International

Abstract

This sequential mixed methods study sought to determine if Montessori preschool provides greater academic achievement in reading readiness, specifically phonemic awareness, in preschoolers as compared to a standards-based preschool. Social constructivist theory and sociocultural theory were used as theoretical frameworks. Kindergarten teachers were interviewed and agreed preschool had a positive impact on students’ academic ability. They had a negative connotation about Montessori based on students’ behavior and lack of conformity. Kindergarteners’ DIBELS FSF, PSF, and KRA scores were used to determine 90 participants’ reading readiness abilities, while taking socio-economic status into consideration. Montessori students outperformed the other two school groups on all three assessments. The difference in scores when separating Montessori students by socio-economic status is the most significant finding. Montessori students considered low income had statistically lower scores on all three assessments when compared to Montessori students who are not considered low income.

Author

• Tiffany Toot, University of Findlay