Running head: LITERACY-SUPPORTIVE ENVIRONMENTS
Literacy-Supportive Environments
Erin E. Adkins
The University of Akron
Honors Project
Fall, 2011
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Running head: LITERACY-SUPPORTIVE ENVIRONMENTS
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Abstract
Architects have approached the learning process from a design perspective realizing that
“today we know that human brains are actually hard-wired to understand and respond to patterns
in all spheres of our life and, particularly to those that exist within our built environment” (Nair,
Fielding, & Lackney, 2009, p. 13). Teachers can provide young children with a literacysupportive classroom by creating a purposeful arrangement of the environment (Morrow, 1990).
Based on this research concerning literacy-supportive classroom environments, a teacher
candidate compiles a literacy-supportive classroom checklist based on a literature review.
Subsequently she evaluated cooperative field placement classrooms according to this checklist
through nonreactive observation to assess compliance with elements of the checklist. This study
presents elements of the checklist as well as the results of the analysis, including differentiation
according to grade. Implications for the teacher candidate’s future classroom have also been
addressed.
Running head: LITERACY-SUPPORTIVE ENVIRONMENTS
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Introduction
A literacy-supportive classroom is an important factor in developing literacy skills in young
learners. It is an environment that supports and enhances the development of necessary literacy
skills in children. Research suggests that a strong literacy foundation in early childhood years
can have positive impacts on the future academic outcomes in high school (Cunningham, 2009).
Teachers should immerse young children in a literacy-rich environment and actively engage
them in literacy activities. They should provide children with a variety of print-rich materials and
support them through positive interactions and allow for exploration and free play to further
enhance skills. Teachers may also provide families with support and reach children and families
beyond the classroom through the use of technology. This study investigates the presence of
literacy supportive environments in Early Childhood classrooms. The following research
questions support this exploratory, descriptive observational study of literacy environments in K3 classrooms: 1. What elements are noted in a literacy supportive environment? 2. Do these
elements vary across grade levels?
Literature Review
The Teacher’s Role
Children should be engaged in developmentally appropriate activities in a literacy-supportive
environment that allows them to make choices, explore conceptual ideas, experiment with social
and academic oral language, exchange ideas with their peers and adults, and be able to make
connections across an integrated curriculum. To expose children to such an environment,
teachers can use positive guidance and approaches with children that provide them with choices
and give children adequate time for free play where children can explore. Teachers should create
Running head: LITERACY-SUPPORTIVE ENVIRONMENTS
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a classroom environment that is conducive for risk-taking and be supportive and caring. Creating
such an environment is important for an effective literacy learning climate and is the social
context in which literacy develops (Cunningham, 2009).
Children engage in literate behaviors across the spectrum, which includes many avenues to
literacy. For example, children display literate skills and behaviors through their awareness of
reading and writing and their exploration of reading and writing materials. They also may
display skills through listening to stories, telling stories and handling books including pretend
reading (Cunningham, 2009). Therefore, it is essential that teachers should actively influence and
support such literate behaviors in children and also allow them to freely engage in literacy
activities and materials.
Setting up a Purposeful Environment
Teachers can provide young children with a literacy-supportive classroom by creating a
purposeful arrangement of the environment combined with clearly defined teaching goals and
purposes (Morrow, 1990). Teachers should purposefully plan and then implement the
construction of a literacy-supportive environment. Every inch of the classroom should be utilized
to positively impact instruction. To help in this task, teachers should create maps and drawings to
plan setting up the environment to utilize the space. Supplies and materials should be well
organized and easily accessible to teachers and students as needed. A purposefully planned
environment will also help to reduce discipline problems and allow more time for active learning
in the classroom. Perhaps most importantly, creating a literacy-supportive space that is
conducive to learning and teaching helps give students a sense of ownership and independence
(Diller, 2008). “Children need a classroom environment they can understand and trust,” (Clayton
&Forton, 2001).
Running head: LITERACY-SUPPORTIVE ENVIRONMENTS
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Young children who are just beginning to formally read and write should be exposed to a
print-rich classroom environment to enhance their reading and writing abilities. Prekindergarten
through third grade classrooms should expose children to a wide variety of print in an
environment that is rich in opportunities to engage children in language and literacy experiences.
Children need to have literacy experiences in environments that build their confidence in their
growing abilities as readers and writers. These experiences should occur throughout the day and
in all aspects of the classroom. They should contain written directions and labels around the
classroom for the teacher to read aloud to the children on a daily basis. This may include daily
schedules, classroom rules, name tags for assigned seats and charts, written directions for
classroom games and classroom tasks, calendars, classroom item labels, chore charts, birthday
charts, and books. Students can help create labels, name tags, and participate in placing them in
the appropriate areas of the classroom. This will give them a sense of ownership and help them
gain independence (Diller, 2008).
Teachers should engage children with print, and children should also be allowed to
experience print through their own explorations. Children need literacy experiences with books.
They need opportunities to explore books independently and also be engaged in further
interactions with books such as, their thoughts and questions about their reading and verbal
interactions about the books with their teacher. They need experience in how to handle books,
how to read them front to back and left to right, and how the pictures interact with text. This is
important for children to understand concepts of print and learn to turn the pages in sequence,
explore the pictures and understand that words are used to tell the story. Children benefit from
immersion in read alouds with the teacher and independent reading practice. This allows them to
use their imaginations and explore places and events they have never experienced. There should
Running head: LITERACY-SUPPORTIVE ENVIRONMENTS
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also be an assigned area of the classroom for children to go to experience reading, this should be
a quiet reading area for children to experience books, such as a library area. The books in the
reading area should be of a wide variety including picture books, informational text, and
wordless books. It is important to provide an ample number of books that are available to
children, at least ten books per child in the classroom (Cunningham, 2009). This area may
include a rug or small carpet to help define the space and the books should be organized and
contained on bookshelves in labeled baskets or boxes. Ample light for reading is necessary and
a display space for reading strategies and book reviews is beneficial for children to use as
reading resources. Children should be able to find a comfortable place to read independently in
the classroom library and practice learning strategies and skills (Diller, 2008).
Teachers should also provide children with an assigned area for writing that contains a wide
variety of writing materials such as, pencils, paper, crayons, and other writing tools. Teachers
should engage children in daily writing activities along with providing them opportunities to
experience writing on their own. Writing materials should be plentiful and available for children
to use without permission from the teacher. This includes “print props” that are readily available
to children for use during play time. Children engaged in dramatic play should also have writing
materials available to them for use such as, menus and writing pads for taking orders at a
restaurant. The teacher may also provide the children with a model on how to use the items,
incorporating them into play (Cunningham, 2009).
The classroom should contain a wide variety of instructional materials for children to be
engaged in through their own interests and through teacher direction. The materials may include
puzzles, rhyming words and pictures, magazines, workbooks, word walls, books, poetry, and any
developmentally appropriate materials that supplement and enhance literacy skills. Alphabet
Running head: LITERACY-SUPPORTIVE ENVIRONMENTS
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cards should be available to children and be placed at children’s eye-level so they may use them
as a reference in their writing. Alphabet cards placed at the top of classrooms for decoration
deter children from using them and benefiting from them (Cunningham, 2009). Word walls
should be within reach where the students can easily access them and teachers or students can
quickly add words to them to ensure they are effectively used (Diller, 2008).
Children should also be exposed to their own work and print on display in the classroom. This
will encourage them to view themselves as readers and writers and develop their skills and
confidence. They will feel a sense of ownership in the classroom and become more actively
engaged in learning. Displaying work also tracks children’s progress and learning in a visual way
(O’Donnell, 2010).
Collaborating With Families
It is well known that families have an important impact on the literacy development of
children, but early experiences in the classroom can have a profound impact in the development
of literacy skills and can be just as important as families. To help young learners gain literacy
skills in the classroom, schools and teachers can also provide support for families. Families
provide children with important first experiences in literacy development and schools should
provide them with information and the needed support to engage them in the education of the
child (Cunningham, 2009). The collaboration between families and teachers will enhance the
gaining of literacy skills in children beyond the literacy-supportive classroom environment. This
will positively impact children and help them to achieve their academic potential throughout
their educational futures.
Running head: LITERACY-SUPPORTIVE ENVIRONMENTS
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Technology
Teachers can further engage children in literacy beyond the classroom through class websites.
This also provides support to families and engages them in the literacy development of the child.
Classroom websites may contain newsletters that provide families with information on literacy in
the classroom and expected literacy skills for students grade level, spelling words, vocabulary
words, and sight words along with classroom schedules and homework. Websites can also
provide children and families with links to external websites that support and enhance literacy
development through online activities, games, and further resources for literacy. It is beneficial
for students if classroom websites to contain student published projects, including compositions,
photos, and classroom projects, allowing the students to feel a sense of ownership and
importance. Resources can offer support for creating compositions, checklists, and story starters
on websites. Students can engage in communication with one another and parents through
classroom blogs, student email accounts, and chat features on their website (Baker, 2007).
Classroom websites enhance literacy skills in children and utilize the use of technology in
literacy-supportive environments. They provide teachers, families, and children with a valuable
tool to further literacy skills while enhancing collaboration and communication.
Conclusion
In conclusion, providing children with a literacy-supportive classroom environment involves
implementing positive interactions between teachers and children combined with arranging a
literacy-supportive physical environment within the classroom. Teachers should also enhance
literacy skills in children through collaborating with families and creating classroom websites to
further enhance literacy skills. Implementing such a literacy-supportive environment involves
planning and creating such an environment to ensure each child in the classroom is actively
Running head: LITERACY-SUPPORTIVE ENVIRONMENTS
engaged in a literacy learning environment. “We must always make space for our kids our
priority” Diller, 2008, p.8.
Method and Data
The current study employed descriptive statistics compiled through non-reactive classroom
based observations in an urban community learning center in a Midwestern city. A literacysupportive environment checklist (See Appendix A) was constructed to evaluate literacy
elements in Early Childhood environments based upon the literature review. Specifically, data
was collected from one kindergarten classroom, three first-grade classrooms, one second-grade
classroom, and three third-grade classrooms during the fall of 2011 during a field placement.
Data from these checklists was compiled in Tables 1, 2, 3, and 4 and analyzed for trends
across grade levels. Data was analyzed on four levels; specifically: Clear evidence (CE), Some
Evidence (SE), Minimal Evidence (ME), and No Evidence (NE). Both common and unique
aspects were noted in this small, exploratory sample to inform future development of the
checklist.
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Running head: LITERACY-SUPPORTIVE ENVIRONMENTS
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Results
The checklists were evaluated and results are noted on Tables 1,2,3, and 4.
Table 1
Evidence of Literacy Elements in a Kindergarten Classroom
Grade
1.
Labels
2.
Student
Work
3.
Daily
Schedule
4.
Rules
Listed
5.
Writing
Center
6.
Posted
Student
Names
7.
Word
Wall
8.
Variety
of
Print
9.
Reading
Center
10.
Assistive
Technology
11.
Alphabet
Chart
12.
Variety
Of
Media
13.
Listening
Center
14.
Computer
15.
Website
K
ME
CE
NE
CE
NE
CE
NE
SE
CE
SE
CE
CE
NE
CE
NE
Kindergarten
On all of the elements from the literacy-supportive environment checklist, there was a
range from no evidence to clear evidence in the kindergarten classroom. There was no evidence
for a posted daily schedule, a writing center, a word wall, a listening center, or a classroom
website, while there was minimal evidence of labels. There was some evidence of a variety of
print and assistive technology. This classroom observed had clear evidence of student work on
display, classroom rules, posted student names, a reading center, an alphabet chart, a variety of
media, and a classroom computer.
Running head: LITERACY-SUPPORTIVE ENVIRONMENTS
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Table 2
Evidence of Literacy Elements in First-Grade Classrooms
Grade
1.
Labels
2.
Student
Work
3.
Daily
Schedule
4.
Rules
Listed
5.
Writing
Center
6.
Posted
Student
Names
7.
Word
Wall
8.
Variety
of
Print
9.
Reading
Center
10.
Assistive
Technology
11.
Alphabet
Chart
12.
Variety
Of
Media
13.
Listening
Center
14.
Computer
15.
Website
1-1
NE
NE
NE
CE
NE
CE
CE
CE
SE
ME
CE
ME
NE
CE
NE
1-2
NE
NE
NE
CE
NE
SE
CE
CE
CE
SE
SE
SE
NE
CE
NE
1-3
ME
SE
ME
CE
CE
CE
CE
CE
CE
CE
SE
CE
CE
CE
NE
First Grade
Across all first-grade classrooms, there was a range from no evidence to clear evidence
on all elements in the literacy-supportive environment checklist. Two out of three first-grade
classrooms had no evidence of labels, student work on display, a posted daily schedule, a writing
center, a listening center, and a classroom website. In one classroom, there was minimal
evidence of labels, a posted daily schedule, assistive technology, and a variety of media. There
was some evidence in one classroom of student work on display, student names posted, a reading
center, assistive technology, an alphabet chart, and a variety of media. Three out of three
classrooms had clear evidence of a classroom rules list, a variety of printed material, and a
classroom computer, while at least two of three classrooms had clear evidence of posted student
names, a word wall, and a reading center. One classroom had clear evidence of a writing center,
assistive technology, an alphabet chart, a variety of media, and a listening center.
Running head: LITERACY-SUPPORTIVE ENVIRONMENTS
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Table 3
Evidence of Literacy Elements in a Second-Grade Classroom
Grade
2
1.
Labels
SE
2.
Student
Work
NE
3.
Daily
Schedule
CE
4.
Rules
Listed
CE
5.
Writing
Center
6.
Posted
Student
Names
ME
CE
7.
Word
Wall
8.
Variety
of
Print
NE
CE
9.
Reading
Center
CE
10.
Assistive
Technology
ME
11.
Alphabet
Chart
CE
12.
Variety
Of
Media
13.
Listening
Center
CE
NE
14.
Computer
CE
Second-Grade
On all elementsof the literacy-supportive environment checklist, there was a range from
no evidence to clear evidence in the second-grade classroom. There was no evidence of student
work on display, a word wall, a listening center, or a classroom website, while there was minimal
evidence of a writing center and assistive technology. At least some evidence of labels was
observed, and clear evidence of a posted daily schedule, a classroom rules list, posted student
names, a variety of print, a reading center, an alphabet chart, a variety of media, and a classroom
computer were all observed in this classroom.
15.
Website
NE
Running head: LITERACY-SUPPORTIVE ENVIRONMENTS
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Table 4
Evidence of Literacy Elements in Third-Grade Classrooms
Grade
1.
Labels
2.
Student
Work
3.
Daily
Schedule
4.
Rules
Listed
5.
Writing
Center
6.
Posted
Student
Names
7.
Word
Wall
8.
Variety
of
Print
9.
Reading
Center
10.
Assistive
Technology
11.
Alphabet
Chart
12.
Variety
Of
Media
13.
Listening
Center
14.
Computer
15.
Website
3-1
NE
NE
SE
CE
NE
NE
NE
ME
SE
SE
NE
SE
NE
CE
NE
3-2
SE
CE
CE
CE
SE
CE
CE
CE
CE
CE
CE
CE
CE
CE
CE
3-3
ME
ME
CE
CE
CE
CE
CE
CE
CE
CE
CE
CE
CE
CE
CE
Third Grade
Across all third-grade classrooms, there was a range from no evidence to clear evidence
on all elements of the literacy-supportive environment checklist. No evidence was observed in
one of three classrooms of labels, student work on display, a writing center, posted student
names, a word wall, an alphabet chart, a listening center, and a classroom website. There was
minimal evidence of labels, student work on display, a classroom rules list, and a variety of print
in one of three classrooms. Some evidence was observed of labels, a posted daily schedule, a
writing center, a reading center, assistive technology, and a variety of media in one classroom.
Clear evidence was observed of student work on display and a writing center in one classroom,
while a posted daily schedule, a word wall, a variety of print, a reading center, assistive
technology, an alphabet chart, a variety of media, a listening center, and classroom websites were
observed in two classrooms. There was clear evidence of a classroom rules list, and classroom
computers in all classrooms across third-grade classrooms.
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Overall
Across all but two third-grade classrooms, there was a range from no evidence to clear
evidence on all elements of the literacy-supportive environment checklist. All of the classrooms
in kindergarten through third-grade had evidence of at least some of the elements necessary for a
literate classroom environment. Not one classroom contained all of the recommended elements
for a literacy-supportive classroom, while many of the classrooms had no evidence of many
literacy-supportive elements. On the other hand, it is important to note that rich literacy
environments have been constructed in many grades observed. In one first-grade classroom, clear
evidence of ten out of fifteen elements of the literacy-supportive checklist was displayed, while
eight elements were clearly evident in the second-grade classroom. In two third-grade
classrooms, clear evidence of thirteen out of fifteen elements of the literacy-supportive checklist
was displayed.
Commonalities
It is notable across all classrooms, that clear evidence was found for posted classroom rules.
It is also important to note that no evidence was found in most classrooms for classroom
websites, except in two of three third-grade classrooms. Yet, across all classrooms, clear
evidence of posted classroom rules and classroom computers was observed.
Differences
It is important to note the varying evidence in these classrooms of student work displayed,
from no evidence to clear evidence. It is also notable the evidence ranged from no evidence to
clear evidence for a posted daily schedule, a writing center, posted student names, a word wall,
an alphabet chart, a listening center, and a classroom website across all classrooms.
Running head: LITERACY-SUPPORTIVE ENVIRONMENTS
Conclusions and Implications
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Based on a review of the literature on the topic of literacy-
supportive environments, the essential components for a literacy-supportive classroom
environment include labels, student work on display, a posted daily schedule, a classroom rules
list, a writing center, posted student names, a word wall, a variety of print, a reading center,
assistive technology, an alphabet chart, a variety of media, a listening center, a classroom
computer, and a classroom website.
Labels in the classroom include those with words and pictures on all supplies, materials,
learning centers and objects. Across all classrooms observed in this study, not one environment
displayed clear evidence of labels. Many of the classrooms had either no evidence or minimal
evidence of labels. Further studies may want to investigate this element of a literacy-supportive
environment to refute or substantiate this finding since the sampling in this study was small. For
the future classroom of the researcher, this indicates the importance of the need of such print
experiences throughout the classroom to build student confidence and independence in literacy
abilities.
Displaying student work throughout the environment was clearly evident in only two out of
all classrooms observed, reaching from the kindergarten classroom to a third-grade classroom.
Displaying student work gives students a sense of ownership in the classroom and encourages
them to view themselves as able readers and writers. Only two classrooms of the eight observed
indicated clear evidence of student work on display. It is not clear why student work is displayed
in some classrooms and not others without regard for grade level, as all students should be given
opportunities to take pride in their own work. For the researcher’s future classroom, this element
will be implemented to provide a visual way to track student progress and encourage a sense of
ownership in the classroom.
Deleted: ¶
Running head: LITERACY-SUPPORTIVE ENVIRONMENTS
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A posted daily schedule helps students to gain independence and know what to expect on a
daily basis in a literate environment. As the results indicate, evidence varies across all
classrooms from clear evidence to no evidence, becoming increasingly more evident in the upper
grade levels. It is important for students to be engaged in a predictable environment and the
researcher’s future students will positively benefit from such an element implemented in the
classroom.
A classroom rules list provides a predictable environment for students to be able to
understand and trust. Every classroom observed had clear evidence of a classroom rules list. This
indicates the understanding of the importance of an environment that allows students to selfregulate and become independent learners. The researcher’s future classroom will contain such a
list to enhance literacy and for classroom management purposes.
A writing center should contain a variety of writing materials to engage in daily writing
activities and for students to experience independent writing. Two classrooms observed indicated
clear evidence while four of the eight classrooms observed indicated no evidence of a supportive
environment for writing. Why there is such lack of evidence in the early childhood classrooms
observed is not clear, as a strong foundation in writing experiences is fundamental to literacy.
For the researcher’s future classroom, students will be provided a separate area in the classroom
containing such writing elements that are essential in building a strong literacy foundation.
Posting students’ names on desks, cubbies, and supplies gives students opportunities to be
engaged in literacy experiences throughout the day. Six of the eight classrooms observed had
clear evidence of posted student names, as it is not understood why two classrooms were lacking
in this evidence. For the future classroom of the researcher, the posting of names on appropriate
areas throughout the classroom will be implemented for the positive benefit of students.
Running head: LITERACY-SUPPORTIVE ENVIRONMENTS
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A word wall in a literacy-rich environment enhances literacy skills and allows students to
gain effective use of word walls in literacy activities. Five out of the eight classrooms observed
had clear evidence of a word wall, while three classrooms had no evidence. The future classroom
of the researcher will contain a word wall that is established at the beginning of the school year,
and contributed to throughout the rest of the year.
A variety of printed materials may include books, bulletin boards, charts, and magazines. This
allows students to be engaged in literate activities through their own interests. Six out of the
eight classrooms observed showed clear evidence of a variety of print. Further studies may
indicate why there was not clear evidence indicated across all classrooms.
A reading center, or a classroom library, may include a variety of books including picture
books, wordless books, informational books, and age-appropriate books. This provides students
with a comfortable place to practice reading strategies and skills. There was clear evidence of a
reading center in six of the eight classrooms observed, while it is unclear why the remaining two
classrooms indicated some evidence of a reading center. The researcher will plan and construct a
quiet space in her future classroom that is age-appropriate and inviting to students for the
purposes of engaging the students in using their imaginations and developing a love for reading.
Assistive technology that provides access to literacy, such as, object books, software, audio
texts, hardware, and communication devices benefit students, giving them tools to further their
literacy skills. While only three classrooms indicated clear evidence, all classrooms across the
grades indicated at least minimal evidence of such technology. It is important to offer such
support for students in literacy activities, as the researcher will provide such elements in her
future classroom.
Running head: LITERACY-SUPPORTIVE ENVIRONMENTS
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Alphabet charts benefit students during writing activities. They should be placed at student
eye-level for students to gain the most benefit. Five of the eight classrooms observed indicated
clear evidence of alphabet charts, while one classroom indicated no evidence. It is not
understood why it is evident in some classrooms and not others. The researcher will provide an
eye-level alphabet chart in her future classroom for students to use as a writing resource.
A variety of media should be available for writing beyond the writing center, including, dry
erase boards, smart boards, markers, pencils, crayons, and paper. Students engaged in writing
during play times and incorporating literacy experiences into play further enhance their skills in
literacy. The study indicated clear evidence in five of the eight classrooms observed, while every
classroom indicated at least minimal evidence of a variety of media. The future classroom of the
researcher will contain such elements that will be implemented throughout the classroom.
A listening center that is available with songs and stories on tape provide students
differentiated opportunities to students to engage in literacy. Five of the eight classrooms
observed indicated clear evidence, while four indicated no evidence. It is not clear as to why
there is such a division of evidence between all grade levels. The researcher will implement a
listening center in her future classroom to provide students with differentiation in engaging them
in literacy.
Classroom computers may provide students and families with further communication
opportunities. They also provide students a valuable tool to further their literacy skills. Across all
grade levels, there was clear evidence of a classroom computer, or computers. This indicates the
understanding of these educators in regard to the beneficial use of technology in literacysupportive environments. The future classroom of the researcher will contain at least one
computer to support student learning using technology.
Running head: LITERACY-SUPPORTIVE ENVIRONMENTS
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Classroom websites provide support to families and students to engage them in the literacy
development of children. Only two of the eight classrooms observed indicated clear evidence
while the other six indicated no evidence. The two classrooms with websites were both contained
on the third-grade level. It is not clear as to why this is not seen in lower level grades. The
researcher will establish and maintain a classroom website in her future classroom as a way to
communicate and collaborate with families and students.
Students learn from their environment, often called the third teacher (O'Donnell
WicklundPigozzi and Peterson, Architects Inc., VS Furniture., & Bruce Mau Design, 2010).
Students in the classrooms of this study will benefit from the literacy-supportive elements
established in their environments. They will gain critical reading and writing skills in their
classrooms from experiences within their environment. However, teachers should purposefully
implement the recommended elements into classroom environments for students to gain higherlevel literacy skills. It is essential that a foundation for literacy learning be established clearly in
early childhood classrooms through the implementation of literate elements in the environment.
Children need to be immersed in environments that encourage them to reach their full potential
in continuing to learn how to become a successful member of society. As the researcher
concludes this study, she has developed new constructs that will inform her professional practice
in the future. Certainly among these are the belief that teachers provide young learners with a
literacy-supportive environment through purposeful planning that utilizes every inch to
positively affect instruction and provides students with an understanding and trustworthy
classroom. As the checklist in this study does differentiate classrooms, it should be used as a trial
checklist school-wide for future studies. This study also needs further investigation into more
kindergarten and second-grade classrooms to observe further evidence of literacy-supportive
Running head: LITERACY-SUPPORTIVE ENVIRONMENTS
20
environments in early childhood classrooms, as only one classroom was observed for each grade.
A further study into these classrooms will provide further indications of literacy-supportive
elements, or lack of. The elements on this literacy-supportive environment should be considered
in developing a revised literacy-supportive checklist for further research based on this study.
Running head: LITERACY-SUPPORTIVE ENVIRONMENTS
21
Appendix A
Literacy-Supportive Environment Checklist
Rate the evidence of each of the listed items below using the following score ratings by placing a
checkmark by the appropriate rating:
1 = No evidence of at all
2= Minimal evidence of
3= Some evidence of
4= Clear evidence of
1
Literacy-supportive items
1. Labels with words and pictures on all supplies, materials, learning centers and
objects
2. Pictures, illustrations of students’ work
3. Posted daily schedule
4. Classroom rules list
5. Writing center containing a variety of writing materials
6. Students’ names posted on all desks, cubbies, and supplies
7. Word wall (If evident, is it easily accessible to students/teachers?) Circle yes or
no.
8. Variety of printed materials (books, labels, bulletin boards, charts, magazines)
9. Reading center/Library with a variety of books including picture books,
wordless books, informational books, age-appropriate
10. Assistive technology to provide access to literacy (object books, software,
audio texts, hardware, communication devices)
11. Alphabet chart (If evident, is it at eye-level?) Circle yes or no.
12. Variety of media is available for writing beyond the writing center (dry erase
boards, smart boards, markers, pencils, crayons, paper, etc.)
13. Listening center is available with songs and stories on tape
14. Classroom computer or computers
15. Classroom website
2
3
4
Running head: LITERACY-SUPPORTIVE ENVIRONMENTS
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