Title

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.

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