Language Learning Disabilities and Montessori Techniques

Document Type


Degree Name

Specialist in School Psychology (SSP)


Psychology and Special Education

Date of Award

Spring 2012


The study examined relationships between exposure to Montessori-applied techniques, academic achievement, and anxiety within a sample of students diagnosed with language learning disabilities. Previous research indicates that students with language learning disabilities experience both academic difficulties and increased levels of anxiety. The sample for this study was students with language learning disabilities enrolled in the 3rd-4th grade Montessori classroom at Shelton School and Evaluation Center in Dallas, Texas in 2010-2011. The study utilized academic achievement test results as well as parent-reported anxiety levels to explore potential achievement and anxiety differences within the sample depending on time of exposure to the Montessori classroom (i.e., one or two years). The results of this study suggest that students with language learning disabilities exposed to a program with Montessori-applied techniques for 2 years do not perform better academically or have lower parent-reported anxiety levels than those exposed to the Montessori-applied techniques 1 year or less. The study also failed to support a moderating effect of anxiety levels in the relationship between exposure to Montessori-applied techniques and academic achievement. The results indicated a need for quantitative research to address the effectiveness of Montessori programs for students with learning disabilities.


Lauren Hensley-Maloney

Subject Categories

Education | Educational Psychology