Document Type

Thesis

Degree

Master of Science

Department

Curriculum and Instruction

Advisor's Name

Laura Dinehart

Advisor's Title

Committee Chair

Advisor's Name

Louis Manfra

Advisor's Name

Charles Bleiker

Keywords

Early Childhood, Environment, Development, Literacy, Early Literacy, Environmental Quality, Childcare Quality

Date of Defense

3-25-2010

Abstract

The purpose of this study was to examine the relation between classroom environmental quality and early literacy outcomes amongst a sample of Latino children from various Latin-American countries. Participants included 116 preschoolers that attended various childcare centers in Southeast Florida. Participant’s literacy knowledge was assessed using the Test of Preschool Early Literacy. Classrooms were assessed on environmental quality using the Early Childhood Environmental Rating Scale-Revised.

A regression analysis revealed that classroom environmental quality did not account for Latino children’s early literacy outcomes. However, a multiple regression analysis was significant (R2= .15, F(5, 115) = 3.86, p< .05) indicating that quality has a varying impact on children’s early literacy skills based on children’s region of origin.

Findings suggest that high classroom environmental quality does not necessarily mean better literacy development for Latino children. Additionally, Latino children should not be viewed as a homogeneous group, particularly in relation to their development of literacy skills in English.

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