Date of Award

12-17-2010

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.

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.

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