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This is a Classroom action research study.

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

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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.

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

Utami et al. (2025) studied this question.

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