NABE Review of Research and Practice, Volume 3 Chapter uri icon


  • 2005 by Lawrence Erlbaum Associates, Inc. All rights reserved. The relationship of participation in a Pre-Kindergarten Montessori bilingual program and a traditional Pre-Kindergarten transitional bilingual program to reading achievement in Spanish and English at second grade was examined. Results indicated that students who participated in the Montessori bilingual program at the Pre-Kindergarten level significantly outperformed students who participated in the traditional transitional bilingual program at Pre-Kindergarten in both English and Spanish reading on the Iowa Test of Basic Skills. The results challenge traditional practices at the Pre-Kindergarten level with English language learners (ELLs) and support the addition of Montessori education in bilingual programs.

author list (cited authors)

  • Rodriguez, L., Irby, B. J., Brown, G., Lara-Alecio, R., & Galloway, M. M.

citation count

  • 1

complete list of authors

  • Rodriguez, L||Irby, BJ||Brown, G||Lara-Alecio, R||Galloway, MM

editor list (cited editors)

  • Gonzalez, V., & Tinajero, J.

Book Title

  • NABE Review of Research and Practice

publication date

  • January 2005