Learning to read is one of the most important components of education and literacy skills in early childhood have a significant impact on later reading success. There is an abundance of quantitative research focused on reading, known as the science of reading. However, gaps and flaws have been identified in the research, indicating that an alternative approach is needed to supplement the current body of knowledge. The Montessori Method includes a comprehensive and effective approach for learning to read. Yet, no systematic research has been conducted to explore reading in this context. The purpose of this study was to explore the process of reading development in the Montessori early childhood classroom. It used grounded theory to address three specific research questions: 1) What is the process by which children learn to read in a Montessori early childhood classroom? 2) How does the Montessori Language curriculum support the process of learning to read? 3) How does the Montessori pedagogy support the process of learning to read? Data were collected through observations of a Montessori early childhood classroom and semi-structured interviews with seven Montessori teachers. Comparative analysis was used to development of a model for learning to read in the Montessori early childhood classroom: the Four Strand Reading Braid. Four lines of skill development that are supported by the curriculum were identified including: domain-neutral skills, oral language, metalinguistic awareness, and sound-symbol association. These skill lines are developed initially independently, but then weave together, intersecting and reinforcing one another. The skills are applied first to encoding (building words) and then decoding, gradually evolving into reading proficiency. A model was also developed to illustrate how the Montessori pedagogy supports the process of learning to read. The context of the Montessori classroom is unique involving extensive student choice, independent work, and individualization of the curriculum. Instructional strategies in this context include providing individualized practice opportunities, providing individualized support, and inspiring student practice, with the intentions of building confidence and promoting personal progress. This pedagogical model is closely aligned with motivation theory, possibly explaining why children in Montessori classrooms learn to read with a love for reading. The results from this study could provide curriculum designers, teachers, and policy-makers with new ideas on how to teach reading, particularly in the early childhood context. In addition, this research highlights the potential of qualitative research, and leveraging teacher knowledge, to contribute to the body of knowledge related to learning to read. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]