Supporting Phonemic Awareness in a Montessori Children’s House
Date of Award
5-2017
Document Type
Action Research Project
Degree Name
Master of Arts in Education
Department
Education, Montessori
First Advisor
Teresa Ripple
Department/School
Montessori Early Childhood
Abstract
The purpose of this study was to increase five and six year-old children’s phonemic awareness around phonograms to support their writing and reading. Thirteen children from an urban, public charter Montessori school participated in this study. Over the course of four weeks, four phonogram boxes were introduced to the children’s house, each targeting one specific phonogram: sh, ch, er, a-e. The boxes contained objects and labels which children read and matched together. The researcher began the intervention with a pretest, and concluded the intervention with a posttest. The researcher assessed the children’s growth in writing and reading with phonograms throughout the intervention through journal reflections, observation notes and a tally system. The results indicated an increase: in children’s awareness of what a phonogram was, in children’s ability to recognize a phonogram in books, and in some cases, in children’s ability to use phonograms in their own writing.
Recommended Citation
McDermott, Molly G.. (2017). Supporting Phonemic Awareness in a Montessori Children’s House. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/216