Montessori Science Education Studies 2020
Explore comprehensive data from Lillard and other studies on Montessori education, including literacy outcomes, phonics instruction, and language abilities. These peer-reviewed results provide valuable insights for school administrators, parents, and educators. Discover the impact of classic Montessori, supplemented Montessori, and conventional programs on children's development. Gain a deeper understanding of the effectiveness of systematic phonics instruction and the literacy gains in various Montessori settings.
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Montessori-science.org This slide deck shows data from Lillard and others studies relevant to Montessori education. It presents the full, unbiased picture of peer-reviewed results we found as of January, 2020 Original papers are referenced School administrators, parents, and others should feel free to use these slides in presentations except please ask before presenting at a conference where Lillard will also present (lillard@virginia.edu) Slides were created by Uva studen5ts in the Reinventing Eduvation seminarin the fall of 2019 and edited by Allyson Snyder.
Effect Sizes of Systematic Phonics Instruction Kindergarten and First Grade Outcomes 1 0.8 Effect Size 0.6 0.4 0.2 0 Decoding Regular Words Decoding Pseudo Words Reading Misc. Words Spelling Words Reading Text Orally Comprehension of Text Ehri, L. C., Nunes, S. R., Stahl, S. A., & Willows, D. M. (2001). Systematic phonics instruction helps students learn to read: Evidence from the National Reading Panel s meta-analysis. Review of Educational Research, 71(3), 393-447.
Literacy Woodcock-Johnson III Letter-Word Test 25 * 20 * Mean Gains 15 10 5 0 Classic Montessori Supplemented Conventional * p < 0.05. Bars show standard deviation. Lillard, A. S. (2012). Preschool children's development in classic Montessori, supplemented Montessori, and conventional programs. Journal of School Psychology, 50(3), 379-401.
Literacy Woodcock-Johnson III Picture Vocabulary 6 * 4 Mean Gains Classic Montessori Supplemented 2 Conventional 0 -2 * p < 0.05. Bars show standard deviation. Lillard, A. S. (2012). Preschool children's development in classic Montessori, supplemented Montessori, and conventional programs. Journal of School Psychology, 50(3), 379-401.
Literacy Elementary School Language Ability Achievement Test (ESLAAT) 50 * ** ** 37.5 Mean Score Montessori 25 Conventional 12.5 0 1st Grade 2nd Grade 3rd Grade * p < 0.05; ** p < 0.01. Bars show standard deviation. Peng, H. H. (2014). Do children in Montessori schools perform better in the achievement test? A Taiwanese perspective. International Journal of Early Childhood, 46(2), 299-311.
Literacy Woodcock-Johnson III Letter-Word Test 25 * 20 Mean Score Montessori 15 Non-Montessori 10 5 Letter-Word 5-Year Olds * p < 0.05. Bars show standard error. Lillard, A. S., and Else-Quest, N. (2006). Evaluating Montessori Education. Science 313, 1893 1894. doi: 10.1126/science.1132362
Literacy Woodcock-Johnson III Word Attack Test 14 * 12 10 Mean Score 8 Montessori 6 Non-Montessori 4 2 0 Word Attack 5-Year Olds * p < 0.05. Bars show standard error. Lillard, A. S. & Else-Quest, N. (2006). Evaluating Montessori Education. Science, 313, 1893 1894. doi: 10.1126/science.1132362
Literacy Written narrative creativity * 4 3.5 3 2.5 Mean Score Montessori 2 Non-Conventional 1.5 1 0.5 0 Creativity of Narrative 12 Year Olds * p < 0.05. Bars show standard error. Lillard, A. S., and Else-Quest, N. (2006). Evaluating Montessori education. Science, 313, 1893 1894. doi: 10.1126/science.1132362
Literacy Written narrative sentence complexity * 4 3.5 3 Mean Score 2.5 Montessori 2 Non-Conventional 1.5 1 0.5 0 Sentence Sophistication: Narrative 12 Year Olds * p < 0.05. Bars show standard error. Lillard, A. S., and Else-Quest, N. (2006). Evaluating Montessori education. Science, 313, 1893 1894. doi:10.1126/science.1132362
Literacy Improvement of Letter-Word Identification Score with more authentic implementation 10 * 8 6 Mean Score Non-Montessori 4 Material Unchanged 2 0 -2 * p < 0.05. Bars show standard error. Lillard, A. S., & Heise, M. J. (2016). An intervention study: Removing supplemented materials from Montessori classrooms associated with better child outcomes. Journal of Montessori Research, 2(1), 16-26.
Academic Achievement 1 Montessori Control 0.8 0.6 0.51 0.4 0.38 0.2 0.21 0.14 0 ** * -0.2 -0.12 -0.21 -0.4 -0.44 -0.45 -0.6 -0.8 -1 Time 0 Time 1 Time 2 Time 3 Latent Growth Curve Modelling: B = 0.13 (SE = 0.067), p < .05 * t(136) = 2.10, p = .04, d = .36 ** t(122) = 2.26, p = .03, d = .41 Lillard, A. S., Heise, M. J., Richey, E. M., Tong, X., Hart, A., & Bray, P. M. (2017). Montessori preschool elevates and equalizes child outcomes: A longitudinal study. Frontiers in Psychology, 8, 1783. doi: 10.3389/fpsyg.2017.01783
