Montessori education has been proven by recent research to be better than traditional schools and more exciting for students (Biswas-Diener 2011). Maria Montessori founded the first Montessori school in the early 1900s. She believed that children were capable of learning things on their own and that a teacher in the classroom should serve as a guide to the students. According to the Montessori philosophy, students have work time that takes place over an uninterrupted period, generally around three hours. During this time, students have the freedom to choose the work they complete and are able to work at their own pace (Bagby, Diaz, Howell, Sulak, and Thompson 2013). This differs from most traditional classrooms where students learn what to do and are given structured time throughout the school day. School readiness is an important issue gaining attention across the country. Children who lack literacy, language, and social skills disadvantage not only themselves, but also their classmates entering first grade (Lillard 2012). Students may struggle in a traditional classroom where they are forced to work and their exploration time is taken away. Reading comprehension is one of many important skills that students learn from a young age. Education has evolved to be more important for all children, and parents, teachers, and curriculum developers need to have the best resources to help students become strong readers. So, as the demand for school readiness increases and the importance of reading comprehension is emphasized, researchers can turn to which school works best. This can be done by direct comparison of reading comprehension...... middle of article ......urnal of Wellbeing, 1(2), 214-225.Howell, L., Sulak, TN , Bagby, J., Diaz, C. and Thompson, L.W. (2013). Preparing for Life: How the Montessori Classroom Facilitates the Development of Executive Function Skills. Montessori Life: A Publication of the American Montessori Society, 25(1), 14-18.Lillard, A. (2012). Development of preschool children in classic Montessori, supplemented Montessori, and conventional programs. Journal of School Psychology, 50(3), 379-401. Putman, M. and Walker, C. (2010). Motivating children to read and write: Using informal learning environments as contexts for literacy. Journal of Research in Childhood Education, 24(2), 140-152. Rule, A., Baldwin, S., & Schell, R. (2008). Second graders learn about animal adaptations through form and function analogy object boxes. International Journal of Science Education, 30(9), 1159-1182.