Enhancing Pre-Reading Skills of Slow Learners Through Integrated Montessori-Contextual Learning in Kindergarten

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Classroom action research improves pre-reading skills in slow learners, suggesting Montessori-contextual methods may aid learning.

Substantial improvements were observed in pre-reading skills, increasing achievement levels from 38-47% to 77-80%.
Participants demonstrated notable progress in phonological awareness, letter recognition, and motor coordination skills.
Montessori methodology integrated with contextual learning was used effectively in a three-week classroom action research design.
These findings highlight the potential of integrated teaching strategies to support slow learners in early education.

Utami et al. (2025) studied this question.

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View Full Paper

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Authors

Classroom action research improves pre-reading skills in slow learners, suggesting Montessori-contextual methods may aid learning.

Substantial improvements were observed in pre-reading skills, increasing achievement levels from 38-47% to 77-80%.
Participants demonstrated notable progress in phonological awareness, letter recognition, and motor coordination skills.
Montessori methodology integrated with contextual learning was used effectively in a three-week classroom action research design.
These findings highlight the potential of integrated teaching strategies to support slow learners in early education.

Utami et al. (2025) studied this question.

View Full Paper

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Bookmark