Date of Award
12-2010
Degree Type
Dissertation
Degree Name
Ph.D.
Degree Program
Special Education
Department
Special Education and Habilitative Services
Major Professor
Flynn-Wilson, Linda
Second Advisor
Cronin, Mary
Third Advisor
Casbergue, Renee
Fourth Advisor
Bedford, April
Fifth Advisor
Thoreson, Claire
Abstract
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.
Recommended Citation
LoRusso, Joann, "Do Prekindergarten Teachers Design Their Classrooms to Enhance Early Literacy?" (2010). University of New Orleans Theses and Dissertations. 1239.
https://scholarworks.uno.edu/td/1239
Rights
The University of New Orleans and its agents retain the non-exclusive license to archive and make accessible this dissertation or thesis in whole or in part in all forms of media, now or hereafter known. The author retains all other ownership rights to the copyright of the thesis or dissertation.