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ERIC Number: ED524502
Record Type: Non-Journal
Publication Date: 2010
Pages: 164
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1244-3319-6
ISSN: N/A
Do Prekindergarten Teachers Design Their Classrooms to Enhance Early Literacy?
LoRusso, Jo Ann D.
ProQuest LLC, Ph.D. Dissertation, University of New Orleans
Young children develop language and early literacy interactions that are the building blocks for future skilled reading. This study was designed to evaluate the early childhood classroom to determine teachers? knowledge of early literacy. Based on the Literacy Environment Checklist (LEC) of the Early Literacy and Language Classroom Observation (ELLCO) tool, the classrooms scored 100% proficiency in the Book Area and Book Selection categories. The results indicate the prekindergarten teachers knew how to design their classrooms to enhance early literacy. The classrooms scored 86% proficiency in the Writing Materials category, 73% proficiency in the Writing around the Room category, and 58% proficiency in the Book Use category. These results indicate that the teachers did not utilize early literacy materials or did not have necessary early literacy materials in the classrooms. Many of the teachers had minimal early literacy training. Without specific early literacy training, teachers did not design their classrooms in ways that would enhance early literacy. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A