Montessori strategies for learning to read and write in sixth-grade children

Abstract

The teaching of literacy faces challenges that require innovative methodological approaches to respond to students' needs in the current context. This research, developed with a mixed-method approach and a pre-experimental design, aimed to propose teaching strategies based on the Montessori methodology for literacy learning among sixth-grade students of Basic Education at the "Archidona" Educational Unit, Napo province, Ecuador, during the 2024-2025 school year. The initial diagnosis revealed difficulties in reading fluency and written production, associated with a lack of reading habits and the need for more effective strategies. Based on these findings, activities were designed focused on active learning and the use of concrete materials, such as phonetic cards, movable alphabet, and sequencing boards, promoting a multisensory approach that favors the association between sounds and graphemes, reading comprehension, and structured writing. The validation of these strategies revealed significant improvements at different levels of the reading and writing process, demonstrating their effectiveness in the progressive development of literacy. It is concluded that the Montessori methodology, by fostering autonomy and motivation, represents a viable alternative for optimizing literacy learning in diverse educational contexts.