The purpose of this research study was to examine connections between the early introduction of Montessori phonograms and increased student-led writing with the Movable Alphabet. This paper discusses the politics of literacy instruction and common literacy approaches used in Montessori early childhood settings, and examines best literacy practices for early childhood students. The study gathered data from Montessori early childhood educators and 19 students in a Montessori early childhood classroom. The classroom data was collected over four weeks, introducing phonograms alongside individual Sandpaper Letters. Children were then given the choice between using objects to guide their writing with the Movable Alphabet and writing their own words without object prompts. The findings indicate that when given the choice, children choose to write their own words. Based on the conclusions from this study, the Montessori education community could benefit from further study on literacy instruction and high-fidelity Montessori practice
