Date of Award
Action Research Project
Master of Arts in Education
Montessori Early Childhood
The purpose of this action research was to decide if conducting guided reading instruction three times a week in a primary Montessori classroom would make an impact on reading levels among kindergarten students. The research took place over six weeks in a public Montessori school. The school is a Title One school located in a rural area of South Carolina. The population who participated in the study were 26 kindergarten students aged five to six from three different classrooms. Our intervention included using a variety of reading strategies such as pointing to each word, using picture clues, sounding out words, and recognizing sight words. Each session lasted around 45 minutes to an hour. Some positive effects of our study were an increase in reading confidence, usage of reading strategies, and overall reading achievement. To expand on our research, we would experiment with implementing this practice at another time during the school day and use additional guided reading techniques.
Bates, Taylor; Brocklesby, Mary; and McGarrigle, Katie. (2022). The Effects of Guided Reading in a Primary Montessori Classroom. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/458