A Critical Review of Evidence-Based Literacy Instruction in Montessori Classrooms
By Shannon Manley, MEd
Journal of Montessori Research, Volume 12, Issue 1, Spring 2026
In this peer-reviewed article, MINT alum Shannon Manley examines Montessori literacy instruction in relation to current research and the science of reading. She considers how Montessori classrooms support foundational skills such as phonological awareness, decoding, vocabulary, and comprehension through explicit, sequential, and multisensory experiences.
Her review addresses common misconceptions about child-led learning and explores how independence develops within a carefully prepared environment supported by precise teacher guidance. Manley also emphasizes the importance of teacher preparation, fidelity of implementation, and sustained Montessori experience in producing meaningful literacy outcomes for a wide range of learners.
Recommended by Uma Ramani, AMI 3–6 Trainer and MINT Pedagogical Director
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