| Popis: |
Recommendations that teachers provide a print‐rich environment in the classroom are ubiquitous in the emergent reading literature. This study assessed the physical print environment of 18 kindergarten classrooms, addressing the extent to which the teachers honored literacy by providing materials and special places for reading and writing to develop. Four categories were used for analysis: books, writing supplies, literacy centers, and incidences of print subcategorized as student, teacher and commercially produced. Both suburban and holistic classrooms had significantly more writing tools and student/teacher generated print than rural, urban and conventional settings. Urban and conventionally taught children saw more commercial print and had fewer literacy centers. Several conclusions seem justified: (a) because of the overall print‐poor environment found in most of the classrooms, teachers are missing the opportunity to honor and cultivate literacy to its fullest potential; (b) where a child goe... |
