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A Comparison Study: The Impacts of Montessori and Conventional Elementary Standards-Based Language Arts Curricula on Preschool Students’ Phonemic Awareness and Reading Readiness Skills

Toot, Tiffany
http://orcid.org/0000-0003-4069-1339
http://rave.ohiolink.edu/etdc/view?acc_num=findlay1565215112222622

Abstract Details

2019, Doctor of Education (Ed.D.), University of Findlay, Education.
Preschools have become an important beginning step in education. This sequential mixed methods study sought to determine if the Montessori preschool setting provides greater academic achievement in reading readiness, specifically phonemic awareness, in preschoolers as compared to a conventional elementary standards-based preschool setting. Social constructivist theory and sociocultural theory were used as theoretical frameworks. Qualitative data was comprised of interviews with kindergarten teachers who agreed unanimously that preschool had a positive impact on students’ academic ability upon entrance to kindergarten. However, all four teachers had a negative connotation pertaining to Montessori students and the Montessori Method based solely on students’ behavior and students’ lack of conformity. For the quantitative data, multiple two sample t-tests were conducted to determine the effect of preschool experience on all 90 participants’ reading readiness scores upon entrance to kindergarten based upon DIBELS FSF and PSF and their KRA assessment scores, while taking socio-economic status into consideration. T-tests were used to compare the results from 30 Montessori students, 30 conventional standards-based elementary students, and 30 students with no preschool experience. All three sub-groups were matched equally based on socio-economic status. 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 to come from this study. Montessori students considered low income had statistically lower scores on all three assessments when compared to Montessori students who are not considered low income.
Mary-Heather Munger, Ph.D. (Committee Chair)
135 p.
Curriculum Development; Early Childhood Education; Education; Educational Tests and Measurements; Elementary Education; Language Arts; Literacy; Preschool Education
Montessori, phonemic awareness, socio-economic status, DIBELS, KRA

Recommended Citations

Citations

  • Toot, T. (2019). A Comparison Study: The Impacts of Montessori and Conventional Elementary Standards-Based Language Arts Curricula on Preschool Students’ Phonemic Awareness and Reading Readiness Skills [Doctoral dissertation, University of Findlay]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1565215112222622

    APA Style (7th edition)

  • Toot, Tiffany. A Comparison Study: The Impacts of Montessori and Conventional Elementary Standards-Based Language Arts Curricula on Preschool Students’ Phonemic Awareness and Reading Readiness Skills. 2019. University of Findlay, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=findlay1565215112222622.

    MLA Style (8th edition)

  • Toot, Tiffany. "A Comparison Study: The Impacts of Montessori and Conventional Elementary Standards-Based Language Arts Curricula on Preschool Students’ Phonemic Awareness and Reading Readiness Skills." Doctoral dissertation, University of Findlay, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1565215112222622

    Chicago Manual of Style (17th edition)

findlay1565215112222622
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This open access ETD is published by University of Findlay and OhioLINK.