The effect of Montessori based teaching in primary readingand writing teaching on reading and writing skills of primaryschool students

In this study, it has been aimed to reveal the effect of Montessori based teaching on the literacy skills of Primary School 1st grade students for primary literacy teaching. From quasi-experiment, nonequivalent control group design was chosen for the research method. There were 34 participants, 17 of whom were in control group and the other 17 were the experiment group, during 2020-2021 academic year, experiment group and control group attended two separate classes in Tekeli Primary school, located in the center of district of Antalya. While the experimental group was taught to read and write with a method based on the Montessori method in the first literacy teaching process, the control group taught in accordance with the MEB Turkish Program. In order to ensure the equivalence of the groups with the unbiased assginment, the Student-Parent Personal Information Form and the Seeing Comprehension Skill Form developed by Babayiğit (2016) and the Line Completion Skill Form were used to evaluate the factors that will affect the reading and writing skills. In order to collect the data required for the research, the Time Scale for Reaching Literacy, the Chart of Reading Speeds, the Reading Skills Scale (Obalar, 2009), the Dictation and Writing Skills Scale (Obalar, 2009) and the Reading Comprehension Scale (Obalar, 2009) were used. As a result of the analysis, the times it takes for students to be able to reading, reading speeds, dictation and writing skills, reading and reading comprehension skills of the experimental and control groups did not differ significantly.