The College at Brockport: State University of New York

Digital Commons @Brockport

Education and Human Development Master's
Education and Human Development
Theses

9-1992

Observations of Emergent Literary Behaviors in a

Literacy-Enriched Play Environment: Does
Teacher Guidance Make a Difference?
Cheryl M. Totten
The College at Brockport

Follow this and additional works at: https://digitalcommons.brockport.edu/ehd_theses

Part of the Curriculum and Instruction Commons, Early Childhood Education Commons,
Educational Methods Commons, and the Language and Literacy Education Commons

To learn more about our programs visit: http://www.brockport.edu/ehd/

Repository Citation
Totten, Cheryl M., "Observations of Emergent Literary Behaviors in a Literacy-Enriched Play Environment: Does Teacher Guidance
Make a Difference?" (1992). Education and Human Development Master's Theses. 1188.
https://digitalcommons.brockport.edu/ehd_theses/1188

This Thesis is brought to you for free and open access by the Education and Human Development at Digital Commons @Brockport. It has been
accepted for inclusion in Education and Human Development Master's Theses by an authorized administrator of Digital Commons @Brockport. For
more information, please contact [email protected].
OBSERVATIONS OF EMERGENT LITERACY BEHAVIORS IN
A LITERACY-ENRICHED PLAY ENVIRONMENT:
DOES TEACHER GUIDANCE MAKE A DIFFERENCE?

THESIS

Submitted to the Graduate Committee of the

Department of Education and Human Development

State University of New York

College at Brockport

in Partial Fulfillment of the

Requirements for the Degree of

Master of Science in Education

by Cheryl M. Totten

State University of New York

College at Brockport

Brockport, New York

September 1992
 Abstra ct

This study was comple ted to investi gate whethe r there

are differe nces in emerge nt literac y behavi ors between a

teacher guided literac y-enric hed play environ ment and a

literac y-enric hed play environ ment withou t teache r gui-

dance.

This study occurre d over a five week period . During

the first week, base-li ne datawe re collect ed using quali-

tative natura listic observ ations where literac y behavi ors

were recorde d during spontan eous play. The play area was
literac y-enric hed with play center s, environ mental print,

and literac y props. Six four-ye ar olds were exposed to the

environ ment for a half hour daily. During the first week
of treatm ent, three of the subjec ts receive d teacher gui-

dance /model ing while they played. These three subjec ts

experie nced the literac y-enric hed environ ment withou t tea-

ch~i guidanc e at a differe nt time than the treatme nt group.

After three weeks of exposu re to the redesig ned play

environ ment, observ ations of the childre n's literac y beha-

viors were noted while they played in the ~nriche d environ -

ment. Qualit ative natura listic observ ations of childre n's

literac y behavi ors were used to compar e the treatme nt and

contro l groups . There were differe nces in literac y beha-

viors between the experim ental and contro l groups .
 Table of Conten ts
Page
1
Chapte r I .•.........•.......•.•....•....•...•..•••••
1
Introd uction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2
Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2
Questio n to be answere d . . . . . . . . . . . . . . . . . . . . . . . .
2
Defini tions of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . .
5
Limita tions of the Study . . . . . . . . . . . . . . . . . . . . . . .

6
Chapter I I ...•.•......•................•.....••...•.
6
Review of the Literat ure . . . . . . . . . . . . . . . . . . . . . . .

The Effect of a Literac y-Enric hed

Play Environ ment on Emerge nt 8
Literac y Behavi ors . . . . . . . . . . . . . . . . . . . . . .

Design ing Literac y-Enric hed Play

Environ ments to Maximi ze Emerge nt 11
Literac y Behavi ors . . . . . . . . . . . . . . . . . . . . . .

The Effect of Teache r / Parent Play

Guidan ce on Emerge nt Literac y 12
Behavi ors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
13
Summar y . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

14
Chapte r III
14
Design of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . .
14
Hypoth esis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
14
Method ology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
15
Subjec ts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
15
Materi als . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Proced ures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Analys is of Data . . . . . . . . . . . . . . . . . . . . . . . . 18
 Tab le of Co nte nts (Ca n't)
Pag e

• 19
•. ••••. ••••. •. •••••. ••••••
Ch apt er IV • • • • • . . • • • • • • • •
. . . . . . . . . . . . . . . . •. •. . I9
An aly sis of Dat a . . . . . . • . . .

Hy pot hes is ... ... ... ... ... ... ... ... ... ... ... .. 19

vat ion s
Com par iso n of Bas e Lin e Ob ser ntr ol
Bet wee n the Tre atm ent and Co
. . . . . . . . . . . . . 19
Gro ups. . . . . . . . . .. . . . . . . . . . . . . . .

bje cts
Pos t-O bse rva tio ns of the Su
Who Rec eiv ed Tea che r Gu ida nce
ol Gro up . . . . . . . . . . . . . . 20
Com par ed to the Co ntr

................... 21
Int erp ret ati on of Hy pot hes is
. 22
. . . . . . . . . . . . . . . . . . . . . . . . . .
Ch apt er V . . . . . . . . . . . . . . . .
................... 22
Co ncl usi ons and Im pli cat ion s
om Tea che r . . . . . . . . . . 22
Im pli cat ion s for the Cla ssro
ch, ... 23
Im pli cat ion s for Fut ure Res ear

Re fer enc es

Ap pen dic es
Ob ser ved
A. Sp eci fic Lit era cy Ac tiv itie s
Bef ore and Aft er Tre atm ent

ore and
B. Lit era cy Sk ills Ob ser ved Bef
Af ter Tre atm ent
nte xt
C. Kno wle dge of Lit era cy in Co
Ob ser ved Bef ore and Aft er Tre atm ent

dge of
D. Qu ota tio ns Me ntio nin g Kno wle Aft er
Lit era cy Ob ser ved Bef ore and
Tre atm ent
 Chapter I

Introduction

Literacy behaviors emerge earlier than-once thought

(Isenberg & Jacob, 1983; Kleeck & Schuele, 1987; Roskos,

1991). Hence, the development of literacy in preschool-

ers needs to be reviewed.

Literacy is a complex activity including cognition

(obtaining the knowledge of reading and writing), social-

ization, linguistics, and psychological aspects (Isenberg

& Jacub, 1983).

Emergent literacy does not occur just by teaching

children the knowledge of reading and writing skills with-

in the framework of schooling, but involves a broader per-

.spective that includes social skills, literacy awareness,

and psychological development (Dyson, 1984, 1985; Heath,

1982, 1984). In general, the studies indicate that pre-

tend play correlates with and has a positive effect on

creativity, imagination, intellectual growth, and language

(Dansky, 1980; Nicholich, 1981; Pellegrini, 1980; Yawkey,

1983). Research also indicates that teacher /parent

support in the play environment enhances literacy beha-

viors (Graul & Zeece, 1990; Greenberg, 1980; Mandel,

Morrow, & Rand, 1991).

1
 2

Purpose
The purpose of this study was to compare emergent

literacy behaviors in a teacher guided literacy-

enriched play environment ana a literacy-enriched play

environment without teacher guidance.

Question to be Answered

Are there differenries in emergent literacy beha-

viors between a teacher guided literacy-enriched play

environment and a literacy-enriched play environment

without teacher guidance?

Definitions of Terms

chain react1on - in terms of reading and writing, each

results in or has an effect on the other.

collaborative - resulting from working, co-operating to-

gether.

composing strategy - a means of creating /developing

writing skills.

environmental print - printed letters and word~ in the

surroundings (on the walls and on

objects).

free play - given the freedom to choose pleasurable

activities to engage in.

literacy artifacts - reading /writing symbols of indivi-

dual cultures.
 3

natural reader - person exhibiting normal reading beha-

viors for his developme ntal stage.

observable literacy behaviors - observable reading and

writing behaviors , in-

cluding knowledge of

literacy, skills, and

specific activities .
knowledge of literacy in context - a child signing

a check at the

office, writing

a shopping list

in the kitchen,

or reading a

letter at the

post office.
skills - manipulat ing a writing instrumen t and pre-

dicting/ inferring skills.

specific activities - scribbling , copying, tracing,

paper handling, pretending to

read, and storytelli ng.

play - "pleasurab le, no extrinsic goals, is spontaneou s

and voluntary , and involves active engagemen t on

the part of the player II ( Isenberg & Jacob, 1983,

pp. 5-60) .
p1_ay center - a play area marked off to represe nt a real

life setting , like a play kitchen or office .

pre-lit eracy skills - skills that lead to· the develop ment

of reading and writing .

pretend play - contex t in which childre n transfo rm them-

selves or an object into anothe r object ,

person , event, or situati on through the use

of motor or verbal actions in a make-b elieve

activit y.

print-r ich environ ment - surroun dings in which childre n

are exposed to and activel y in-

volved in meanin gful reading and

writing materi als.

rehear sals - a repeati ng and drillin g for practic e and fu-

ture perform ance.

sustain ed play - attenti on mainta ined in a play activit y

for a prolong ed period of time.

symbol ic play - play experie nce that represe nts a real life

experie nce.

teacher guidanc e /model ing - when the teache r partic i-

pates in play, provide s child-

ren with explic it inform ation

about the setting and props,

and models how the childre n

can use the props to create

 5

pretend play and foster

literacy behaviors

(Isenberg & Jacob, 1983).

Limitations ~f the Study

The number of subjects was clearly a limitation of

this study.

Because this study was restricted to a rural area in

one culture, global conclusions can not be made about a

teacher's influence on children's literacy behaviors.

Teacher guidance may not have been the only factor

influencing children's emergent literacy behaviors during

play in a literacy-enri ched environment, but children may

have readily learned from other children during the treat-

ment period.
 Chapter II

Review of the Literature

Children's early reading and writing behaviors re-

semble play (Calkins, 1980; Christie & Johnson, 1983;

Kennedy, 1991; Roskos, 1990). Play and emergent litera-

cy both involve the production and comprehension of oral

language, and therefore both prepare children for symbol-

using processes (Christie & Johnson, 1983; Galda &

Pellegrini, 1990; Pellegrini, 1985).

Pretend play facilitates a new use of imaginative

oral language which prepares the user as a reader who in-

terprets written text and a writer who creates written

text (Galda & Pelle~rini, 1990; Roskos, 1991). Some ob-

servable clues that reveal that there is a transforma-

tion from oral language to writing include the following

quotations made by preschoolers bbserved by Roskos (1991):

''make a note," "sign up," "scribble," "print," "write it

down," and "make a ticket." "It has words" reveals that

there is a transformatio n from oral language to reading

(Neuman & Roskos, 1990).

The creative engagement of reading and writing during

play develops emergent literacy behaviors (Anderson & Stokes,

'1984; Isenberg & Jacob, 1983; Roskos, 1988; Roskos, 1990).

6
 7

"Activities such as book handling, pretending to read,

and scribbling seem to serve as rehearsals for more con-

ventional forms of reading and writing"(Roskos, 1991,

p.39). Children's ·collabor~tive engagement in literacy

through play has~ role as a composing strategy for the

development of children's writing abilities (Cox, Drisden,

Galda & Pellegrini, 1991; Daiute, 1991; Neunyan & Roskos,

1991). Writing involves creating print that carries a

message. Observable behaviors that convey specific

writing skills include children pretending to write

(scribble) and forming letters. Observable behaviors

that convey knowledge of writing in situations or envi-

ronmental contexts include children signing a check in

an office situation and writing a shopping list in a

kitchen setting. Observable behaviors that convey spe-

cific reading skills include children handling books

(orientation and positioning skills), turning pages in

books and of paper (left to right orientation), storytell-

ing, and pretending to read. Observable behaviors that

convey iriowledge of reading in ~ituational or environ-

mental contexts include children sharing books and reading

environmental print such as restaurant menus. (Roskos, 1991)

 8

The Effect of a Literacy-Enri ched Play

Environment on Emergent Literacy Behaviors

Physical environment can have a significant effect

on children's play (Neill, 1982). All children proceed

through a sequence of developmenta l stages, but the rate

of development is different depending on their environ-

ment (Oguru, 1991).

Observation of "natural" readers confirms the bene-

fits of a print-rich environment in which children are

actively involved in meaningful reading and writing

(Greenberg, 1980; Reibert, 1981). "Young children, even

those from homes where exposure to a literate environment

is not likely to occur, can develop important pre-literacy

skills" when provided with a language- and print-rich

classroom environment (Blum, Logsdon, & Taylor, 1986,

p. 132). Careful preparation of materials and setting

promotes literacy by encouraging voluntary, spontaneous

literacy behaviors while children are at free play

(Greenberg, 1980; Morrow & Strickland, 1989).

Pretend play provides a meaningful context or reason

for children to practice specific, literacy related skills

and behaviors (Galda & Pellegrini, 1990; Greenberg, 1980,

1982, 1983, 1984; Roskos, 1990, 1991; Yawkey, 1983). Child-

ren incorporate their knowledge of reading and writing
 9

in different real life situations (like the kitchen,

office, post office, and library) in play settings to

achieve a larger purpose, that of lending credibilit y

to the play event itself (Ro~kos, 1991). Children also

incorpora te literacy in play to enhance and make sense

of their play experience (Neuman & Roskos, 1990).

Literacy activities during play exemplify the function-

al dimension of literacy (Roskos, 1991).

In a play environme nt without literacy-e nrichment ,

children use felt-tippe d markers separate from a play

setting such as the kitchen (Neuman & Roskos, 1990). In

a literacy-e nriched play environme nt, children use markers

in a meaningfu l context, e.g. an office play setting where

they sign up children to help the homeless (Neuman & Roskos,

1990). In a literacy-e nriched play environme nt, Neuman

and Roskos (1990) found that themes are developed during

play (child writes a recipe in the kitchen, he follows

the recipe to make dinner, and goes to the post office

to send the recipe to a friend). There is a chain re-

action between reading and writing in a literacy-

enriched play environme nt (Neuman & Roskos, 1990). A

chain reaction in the kitchen setting is revealed by

children writing a recipe and then reading the recipe.

The recipe theme also carries the child between settings

 10

between the kitchen and the post office. In a play en-

vironment without literacy enrichment, children have

few concrete cues of props available to rely on to create

contexts for literacy interaction or use (Neuman & Roskos,

1990). Without the thematic development found in an en-

riched play environment, a child tends to run from one

activity to another, not having his attention sustained

in one activity long enough to allow for meaningful prac-

tice in literacy (Neuman & Roskos, 1990). Purpose gives

children practice in (use of) literacy, developing emergent

literacy (Morrow & Strickland, 1989).

Neuman and Roskos' (1990) design was the cornerstone

of the procedures used in this study. They utilized two

preschool classrooms with thirty-seven preschoolers

between the two classes to find out the frequency and

quality of literacy behaviors in a literacy-enriched play

environment. Four variables were employed in the play

environments to make them literacy-enriched.

1. Centers were separated from each other by such

objects as tables.

2. There was an increased amount of environmental la-

belling.

3. Centers were developed to represent common, real-

life, literacy situations.

4. Centers were arranged adjacent to one another to

facilitate movement between them and encourage

play themes.
 11

Literacy props were selected based on whether they were

real items that children would find familiar, natural,

and functional to use in the play centers. (Neuman &

Roskos, 1990).

Prior to intervention, children's literacy behaviors

were observed and recorded for a ten-minute period on four

separate occasions by two trained observers. The physical

environment was redesigned with literacy-enriched materials.

No formal observations occurred over the next four weeks.

After the four-week period, the children's literacy behaviors

were systematically observed. The observations made prior

to and following the intervention were analyzed to deter-

mine in what ways the literacy-enriched environment may

have influenced the subjects' literacy behaviors. Literacy

in play became more purposeful, sustained, situational/

contextual, connected / related in terms of theme development,

interactive, and role-defined. (Neuman & Roskos, 1990)

Designing Literacy-Enriched Play Environments

to Maximize Emergent Literacy Behaviors

Play center environments can be designed to facili-

tate/ maximize the enrichment of literacy interactions.

Interactive play and task involvement are enhanced by

small, intimate, and well-defined play centers (Field,

1980). Centers thematically related and designed to be

close to each other in proximity allow children to move

 12

g, sus tain ing the

nat ura lly betw een them whe n pla yin
nin gfu l pra ctic e in
chi ld's atte ntio n to allo w for mea

lite rac y (Fi eld , 198 0). Lab elli ng cen ters and env iron -
bols (pi cto ria l cue s)
men tal obj ect s wit h pri nt and sym
y awa ren ess and dev e-
is a ben efit to chi ldr en' s lite rac
Aut hen tic, saf e pro ps
lopm ent (Neu man & Ros kos , 199 0).
pon s from the kitc hen
rela ted to lang uag e, suc h as cou
, sho uld be add ed to
and libr ary car ds from the libr ary
chi ldre n can use the ir
th~ app rop riat e cen ters so tha t
dev elbp a pur pos efu l
pri or kno wle dge of the pro ps to
ick lan d, 198 9; Neu man
lite rac y exp erie nce (Mo rrow & Str

& Ros kos , 199 0) .

y
The Eff ect of Tea che r/ Par ent Pla
avio rs
Gui dan ce on Eme rgen t Lit era cy Beh
/ par ent sup por tive
Res earc h sug ges ts tha t a tea che r
y beh avi ors . Pla y
pla y env iron men t enh anc es lite rac
tion soo n aft er bir th
beg ins wit h inf ant -ad ult inte rac
s (Wh aley , 199 0).
rath er tha n wit h late r inte rac tion
of sym bol ic pla y whe n
Chi ldre n use mor e com plex form s
whe n the y eng age in
the y pla y wit h the ir mot hers than

sol itar y pla y (Fi esi , 199 0). Tra inin g mot hers and car e-

pla y enh anc es pre sch ool -

giv ers to fac ilit ate chi ldr en' s
ce, 199 0). Chi ldre n
ers ' ver bal cog niti on (Gr aul & Zee
unt ary lite rac y beh avi ors
are mor e like ly to eng age in vol
 13

during free play when litera cy mater ials are introd uced

and teache rs guide childr en to use those mater ials

(G!een b~rg, 1980~ Mande l, Morrow , & Rand, 1991).

Summa ry
Resear ch indica tes that there are both corre lation al

and cause /effec t relati onshi ps betwee n litera cy and

play. Litera cy and play are simila r in that they both

involv e produ ction and compr ehensi on of oral langua ge.

Play has a positi ve effect on emerg ent litera cy. A

play enviro nment enrich ed with litera cy mater ials en-

hances emerg ent litera cy behav iors. Authe ntic props

relate d to langua ge added to the play enviro nment facili -

tate litera cy. Resear ch also sugge sts that a teach er's
model ing of litera cy behav iors using the authe ntic props

is an additi onal enhanc ement to litera cy behav iors.

 Chapter III

Design of the Study

Hypothesis

There are differences in emergent literacy behaviors

in four-year olds between a teacher guided literacy-

enriched play environment and a literacy-enri ched play

environment without teacher guidance.

Methodoloqy

Neuman and Roskos' (1990) methodology was used as a

model for this study. Four-year olds were used as subjects.

The setting was their familiar play area, literacy-enri ched

materials were employed, and qualitative naturalistic

observations of children's language behavior were used

to compare the treatment and control groups. Neuman and

Roskos (1990) were testing the effect of a literacy-enri ched

environment on emergent literacy, so the experimental

group experienced the literacy-enri ched enviroment while

the control group did not experience the literacy-enri ched

environment. The present study focused on the effect of

teacher guidance in a literacy-enri ched environment on

emergent literac~ so the treatment group experienced teach-

er guidance in a literacy-enri ched environment while the

14
 15

control group just experienced the literacy-enriched en-

vironment.

Subjects

The subjects of this study included six four-year

olds from a rural day care center. Three of the subjects

were randomly selected to be exposed to a reading- and

writing-enriched play environment without teacher gui-

dance, and three of the subjects were randomly selected

'

to be exposed to a reading- and writing-enriched play en-

vironment with teacher guidance.

Materials

Materials for the study were identified by Neuman

and Roskos (1990). They included tables and shelves

to establish play centers (post office, library, office,

kitchen): mobiles to identify each play center; environ-

mental print and symbolic forms (pictures) on labels

to identify environmental objects such as storage bins;

and literacy props which are listed below. Safety and

usefulness in terms of literacy development were con-

sidered in choosing props.

Table 1. Literacy Props in the Literacy Enriched Play

Environme nt

Play Center Literacy Props

kitchen telephone book emergency number details

real telephone blank recipe cards

cookbooks labelled recipe box

stationary plaques with words

play money magnets with words

message board pens, pencils, markers

calendar large plastic clips

office calendar appointme nt book

message pads signs that read opened/ closed

file folders books and magazines

racks for filing index cards and forms

in/out tray post-its and address labels

play money large plastic clips

typewrite r pens, pencils, and markers

post office assorted forms envelopes of various sizes

stationary stickers, stars, stamps

stamp pads post office mail box

address labels tote bag for mail

calendar large plastic clips

small tray posters/ signs about mailing

pens pencils and markers

library bookmark s library book return card
paper stamps for marking books
stickers variety of children 's books
telephon e pens, pencils, markers
telephon e book sign in/ sign out sheet
calendar ABC index cards
file folders posters of children books
 16

Procedur es

Before the study, the day care center allowed children

to self-sel ect from various play activiti es. Literacy ma-

terials availabl e in the play area before the study included

books, letters and words on walls, and plastic letters. Pre-

vious to the study, children were allowed to use chalk,

chalkboa rds, crayons /marker s, and paper in a separate

area from the play environm ent during free-pla y. The

research er instruct ed the children in aerobics at the day

care center six months prior to the study, so the children

were used to her presence .

The study occurred over a five week period (Figure 1).

During the first week, base-lin e data were collecte d using

qualitat ive natural istic observa tions where the children 's

behavior and language were recorded verbatim by the ex-

perimen ter during spontane ous play (Neuman & Roskos, 1990).
The literacy behavio rs that were noted involved specific

literacy activiti es, skills, and knowlefg e (Append ices A,

B,C, & D). Specific literacy activiti es included scribbli ng,

copying, tracing, paper handling , pretendi ng to read, book

handling , and storytel ling. Noted literacy skills included

manipul ating a writing instrume nt, letter /word recogni tion,

and predict ing/ inferrin g. Noted knowledg e of literacy in

in context included such activiti es as a child signing

a check at the office, writing a shopping list in the

Figure 1. A Time Line of the Proced ures Enacte d During

the Five Week Period

Week

1 2 3 4 5

Teach er Guided B T E E p
Subje cts

Subje cts B E E E p
Witho ut
Teach er Guidan ce

B - Base- line data collec ted.

E - Enrich ed enviro nment experi enced .
T - Teach er guidan ce experi enced .
P - Post-o bserva tions noted.
 17

kitchen, or reading a letter at the post off ice. Quota-

~ions mentioning knowled~e of literacy were also noted.

"It has words," "make a note," "sign up," "scribble,"

"print," "write it down," and "make a ticket" are examples.

Wide areas of the play environment were partitioned

using tables and shelves to create four play centers, a

post office, library, office, and kitchen. The post

office and library were created in close proximity to each

other to promote movement and to develop interrelated

play themes between them. Likewise, the kitchen and

office were established in close proximity to each other

Labels with environmental print and symbolic forms

(pictures) were posted on such things as storage bins.

Literacy props, mentioned in the material section of this

paper, were placed in appropriate centers.

The six subjects were exposed to the redesigned

play environment for one half hour daily during the morning.

Three of the subjects received teacher guidance/ modeling

while they played during the first week of treatment.

Teacher guidance involved the teacher participating in

play to provide children with explicit information about

the setting and props and modeling how the children

could use the props to create pretend play and foster

literacy behaviors (Isenberg & Jacob, 1983). These

three subjects experienced---the literacy-enriched play

 18

environment without teacher guidance the next two weeks.

The remaining three subjects experienced the enriched

play environment without teacher guidance at a different

I

morning time than the experimental group. During each

group's exposure to the play area, the part of the room

used for the experimental play centers was "off limits"

for the remaining children in the day care center. The

experimental and control groups did not experience the

play environment at the same time.

After three weeks of exposure to the redesigned play

environment, observations of the children's literacy be-

haviors were noted while thay played in the enriched en-

vironment (Appendices A,B,C, & D).

Analysis of Data

The systematic induction of identifiable patterns of

behavior and variables related to these patterns was deter-

mined and used to assess whether there are differences in

emergent literacy behaviors between a teacher guided

literacy-enri ched play environment and a literacy-enri ched

play environment without teacher guidance.

 Chapter IV

Analysis of Data

Hypothesis

There are differences in emergent literacy behaviors

in four-year olds between a teacher guided literacy-

enriched play environment and a literacy-enriched play

environment without teacher guidance.

Comparison of Base Line Observations Between the

Treatment and Control Groups

Base line observations were examined to determine if

the subjects exhibited similar behaviors before the treat-

ment was experienced. The base line data indicated simi-

lar behaviors between the control and treatment groups

(Appendices A,B, & C).

The boys in each group did not exhibit literacy be-

haviors, and the literacy behaviors displayed by the girls

in both groups were limited. The girls in each group de-

monstrated the ability to manipulate a writing tool.

Alyssa (T) And Liz (T), treatment group subjects, were pas-

sive in their literacy behaviors in that they listened to

stories being read (Appendix A). Kelly (C), a subject in

the control group, pretended to read two times. ("T"

designates treatment group subject, ,and "C" designates

19
 20

cOfltrol group subject.)

Post-Observations of the Subjects Who Received Teacher

Guidance Compared to the Control Group

The subjects who received teacher guidance maintained

longer sustained literacy play behaviors than the control

group, developed themes during play unlike the control

group, role played unlike the control group, and inter-

acted with their peers more than the control group.

Jessica and Kelly (C), exhibited literacy behaviors

that did not develop into themes; whereas the subjects

receiving teacher guidance carried a literacy activity

from one setting to another, developing a theme. Alyssa (T)

typed a letter at the office and took the letter to the

post office to send. Liz (T) pretended to read a recipe

to cook dinner. She wrote a letter about her day's events

(including making dinner), read the letter, and took it

to the post office to send. Steve (T) wrote letters that

he delivered to Liz (T) and Alyssa (T). Because themes

were developed by the subjects who experienced teacher

training, the subjects maintained longer sustained literacy

play behaviors. They did not jump from one unrelated acti-

vity to another, but developed themes that sustained their

attention to interrelate reading and writing meaningfully

and establish a chain reaction between the four play

 21

centers. (Appendix C)

The subjects who e~perienced teacher guidance enacted

role playing, unlike the control group. Liz (T) pretended

to be the mom, Steve (T) pretended to be the husband and

postman, and Alyssa (T) pretended to be the daughter and

secretary. The children kept these roles from day to day.

In fact, Steve (T) would remind each of them of their roles

before they started to play in the centers each day.

(Appendix C)

The subjects experiencing teacher guidance interacted

with one anothe~ unlike the control group subjects. Liz (T)

communicated with Steve (T) because he was her husband and

postman. Steve (T) communicated with Liz (T) because he was

her dad and postman. It appears that the reason the subjects

interrelated with one another was because thematic role

playing was developed. (Appendix C)

Interpretation of Hypothesis

There were differences in literacy behavior in four-

year olds between a teacher guided literacy-enriched play

environment and a literacy-enriched play environment with-

out teacher guidance. The subjects who received teacher

guidance maintained longer sustained literacy play beha-

viors than, the control group, developed themes during play

unlike the control group, role-played unlike the control

group, and interacted with their peers more than the con-

trol group.
 Chapter V

Conclusions and Implications

Conclusions

This study suggests that a guided literacy-enriched

environment is more beneficial for literacy usage than

a literacy-enriched environment without teacher guidance,

which provides further support for Mandel, Morrow,.and

Rand's (1991) study. A literacy-enriched environment

without teacher guidance did not seem to promote opti-

mal literacy behaviors. Their literacy behaviors were

more sustained, thematic, and role oriented compared to

the subjects experiencing the literacy-enriched environ-

ment without teacher guidance. The teacher's modeling

seemed to motivate and direct the children's behavior.

Children seemed to be motivated and directed to be like

.a grown-up.

Implications for Classroom Teachers

This study emphasizes the importance of a literacy-

enriched environment as well as teacher guidance within

that enriched environment. Because of the findings of

this study as well as the findings of previous research-

ers cited in the literature review section of this study,

educators should provide and model opportunities in a

22
 23

literacy-e nriched environme nt to ensure optimal use of

literacy materials .

Staff developme nt, through organized workshops , needs

to take place to demonstra te setting up play centers and

techniques for gui~ingpr eschoolch ildren in interactin g

with literacy during play.

Implicatio ns for Further Re~earch

Since teacher guidance is beneficia l, guidelines for

modeling play behaviors should be establishe d. Research

in terms of parental guidance / modeling of literacy in

enriched play centers would be beneficia l as well, es-

pecially since children are exposed to their parents at

a young age and for a long period of time.

Further research needs to be completed to determine

how a play environme nt can be designed to promote op-

timal literacy usage. A study comparing children's usage

of literacy materials , including the computer, would pro-

vide useful informatio n about the materials that would be

most functional to include in a literacy-e nriched environ-

ment. A study comparing children's usage of the four

play centers included in this study and other play centers

would provide useful informatio n about the play centers

that would be most functional to include in a literacy-

enriched environme nt.

 Re fer enc es

Ta ylo r, N. (19 86 ). The dev e-

Blu m, I., Lo gsd on, D., & aw are nes s: En vir on me nta l
lop me nt of wr itt en lan gu age ris tic s. Re adi ng Re sea rch
cte
asp e~ ts and pro gra m ch ara
Qu art erl y, 1..1 , 132 -14 9.
r's cr af t.
Ca lki ns, L. (19 80 ). Ch ild ren lea rn the wr ite
3.
Lan gua ge A rts ,~ , 207 -21
E. (19 83 ). The rol e of pla y in
Ch ris tie , I., & Joh nso n, elo pm ent . Re vie w of
so cia l and int ell ec tua l dev
, 93 -11 5.
Ed uc ati on al Re sea rch , 21_
in wr itin g de ve lop -
Da iut e, C. (19 90 ). The rol e of pla y 7.
ach ing of En gli sh, 1_1, 4-4
me nt. Re sea rch in the Te
(19 80 ). Ma ke- bel iev e: A me dia tor of the
Da nsk y, J. and ass oc iat ive flu en cy .
rel ati on sh ip bet we en pla y
-57 9.
Ch ild De vel opm ent , 21._, 576
cy in sch oo l
Dy son , A, (19 84 ). Em erg ing alp ha be tic lit era
uni cat ion , l, 5-5 5.
co nte xts . Wr itte n Co mm
the sch oo l
Dy son , A. (19 85 ). Th ree em erg ent wr ite rs and nta ry
Ele me
cu rri cu lum : Co pyi ng and oth er my ths .
12 .
Sch ool Jo ur na l,~ , 49 7-5
Pre sch oo l Pla y: Ef fec ts of tea ch er/
Fie ld, T. (19 80 ).
tio n of cla ssr oo m spa ce.
ch ild rat ios and org an iza 1-2 05 .
Ch ild Stu dy Jou rna l, lQ ,
19

Pla yfu l rel ati on sh ips : A co nte xtu al

Fi esi , B. (19 90 ).
r int era cti on and sym bo lic
an aly sis of mo the r-t od dle 8-1 656 .
pla y. Ch ild De vel opm ent , .§.l , 164
A. (19 90 ). Ch ild ren 's pla y,
Ga lda , L., & Pe lle gr ini , cy . To pic s in Lan gua ge
lan gu age , and ea rly lit era
Di sor de rs, lQ , 76 -88 .
(19 90 ). Ef fec ts of pla y tra ini ng
Gr au l, S., & Ze ece , P. e and pla y beh avi or of pre .
-
of ad ult s on the co gn itiv nt, ~, 15 -22
sch oo l ch ild ren . Ea rly Ch ild De ve lop me
ch ild -
(19 80 ). Ide as tha t wo rk wi th you ng
Gr een ber g, P. sch oo l? Yo ung Ch ild ren ~ 1..2
ren ; Why no t aca dem ic pre
70 -80 .
 (198 2). What no bedti me story mean s: Narr a-
Heat h, s.
Lang uage Soci ety,
tive skil ls at home and scho ol.
ll., 49-76 .
Reib ert, E. (198 1). Deve lopm ental patte rns and inte r-
eness
relat ions hips of presc hool child ren's prin t awar
Read ing Rese arch Quar terry , 26, 236-2 60.

Isenb erg, J., & Jacob , F. (1983 )~. Play ful liter acy
activ ities and learn ing preli mina ry obse rvati on.
(Rep ort No. PS-0 14-07 5). Aust in, TX: Depa rtmen t
of Educ ation . (ERIC Docu ment No. 238 577)

Kenn edy, M. (199 1). Play- langu age relat ions hips in
young child ren with deve lopm ental delay s: Impl ica-
Journ al of Speec h and Hear ing
·tion s for asses smen t.
Rese arch, ].i, 112-1 22.

Klee ck, A. & Schu ele, C. (198 7). Recu rsers to liter acy:
Norm al deve lopm ent. Topi cs in Lang uage Diso rders .
1, 13-2 1.
Mand el, K., Morro w, L., & Rand , M. (1991 ) .. Prom oting
liter acy durin g play by desig ning early child hood
class room envir onme nt. Read ing Teac her, .1,i, 396-4 02.

Morro w, L., & Stric klan d, D. (198 9). Envir onme nts rich
in prin t prom ote liter acy beha vior duing play .
Read ing Teac her, 1}, 178-1 79.

Neil l, S. (198 2). Expe rime ntal alter ation s in play -

be-
room lay-o ut and their effec t on staff and child
havi or. Educ ation al Psyc holog y, l, 103-1 09.

Neum an, S. & Rosk os, K. (1990 ). Play , prin t, and pur-
pose : Enric hing play envir onme nt for liter acy deve lop-
Read ing Teac her, .1,i, 214-2 21. ·
ment .

Nico lich, L. (198 1). Towa rd symb olic func tioni ng:
para l-
Stru cture of early prete nd game s and pote ntial
lels with langu age. Child Deve lopm ent, .dl., 787-7 97.

Ogur u, T. (199 1). A long itudi nal study of the relat ion-
deve -
ship betw een early langu age devel opme nt and play
lopm ent. Jour nal .of Child Lang uage, ll, 273-2 94.
Pelle grini, A. (1980 ). The relati onshi p betwee n kin-
derga rten play and achiev ement in reread ing langua ge
and writin g. Psycho logy in the Schoo ls, 11, 530-53 5.

Pelle grini, A. (1982 ). Develo pment of presch oolers '

social -cogn itive play behav iors. Perce ptual and
Motor Skills , 1.2., 1109-1 110.

Pelle grini, A. (1983 ). Socio lingui stic contex ts of the

presch ools. Journa l of Applie d Develo pment al
Psych ology, i, 397-40 5.
Pelle grini, A. (1984) . Identi fying causa l eleme nts
in the thema tic-fan tasy play paradi gm. Americ an
Educa tional Resea rch Journ al, ll_, 691-70 1.

Pelle grini, A. (1985 ). The relati ons betwee n symbo lic

play and litera te behav ior: A review and critiq ue
of the empir ical litera ture. Review of Educa tional
Resea rch, 1.2., 107-12 1.

Rosko s, K. (1988 ). Litera cy at work in play. Readin g

Teach er, .11, 162-16 7.

Rosko s, K. (1990 ). A taxono mic view of preten d play

activ ities among four- and five-y ear old childr en.
Early Childh ood Resear ch Quart erly, 2, 495-51 2.

Rosko s, K. (1991 ). An invent ory of litera cy behav ior

in infanc y: A propos ed develo pment al sequen ce of
infan t-adu lt socia l play. Early Childh ood Resear ch
Quart erly, 2, 347-35 8. '

Whale y, K. (1990 ). The emerge nce of social play in

infanc y: A propos ed develo pment al sequen ce of infan t-
adult social play. Early Childh ood Resear ch Quart erly,
2, 347-35 8.
Yawke y, T. (1983 ). Preten d play and langua ge growth in
young childr en. (Repo rt No. PS-01 3-774) . Unive rsity
Park, PA: Early Childh ood Facult y. (ERIC Docum ent No.
ED 231 552)
 Appendix A

Specific Literacy Activities Observed

Before and After Treatment

Section I - Control Subjects

Jessica's Before Treatment Behaviors

1. Folded paper.

Jessica's After Treatment Behaviors

1. Pretended to read the words on a plaque two different

times.

2. Pretended to read a book in the library setting.

3. Pretended to read coupons.

4. Looked through books at the library and said "Day care

has this book, but I don't."

5. She looked at a symbol she typed with the typewriter

and said, ''There's a square with a name in it." She

referred to the alphabet letter as a name. She later

identified another alphabet letter that she typed as

a name.

6. Made writing marks on note card with marker. Made

more marks later.

7. Wrote mom a letter.

Kelly's Before Treatment Behaviors

1. Pretended to read a book to self.

2. Pretended to read a book to pretend person/people.

3. Turned pages in book.

4. Folded paper.

Kelly's After Treatmen t Behavio rs

1. Pretende d to read coupons.

2. Looked through a book because she said she wanted to

find out what it was about.

3. Flipped through the library cards in the card cata-

logue in the library setting.

4. Typed her name.

5. Typed her name again along with nonsense words.

6. Wrote a letter to mail.

7. Wrote her mom a letter to mail.

8. Wrote her mom ten short notes on index cards to mail.

Nick's Before Treatmen t Behavio rs

Did not exhibit specific literacy behavio rs.

Nick's After Treatmen t Behavior s

Used the typewri ter but it probably was used as a

toy rather than to convey a message. He played with

the dishes in the kitchen and watched other children

play with literacy materia ls.

Section II - Treatmen t Subjects

Alyssa's Before Treatmen t Behavio rs

1. Listened to a story being read by a teacher.

2. Turned pages in a book.

Alyssa's After Treatment Behaviors

1. Took money and coupons to store and pretended to buy

items on coupons.

2. After she got home from the store, she helped Liz cook

dinner using recipe book.

3. After dinner, she wrote a letter about her day, pre-

tended to read the letter, and took it to the post

office to give it to the postman to mail.

4. Went to the office to type. She wrote telephone mes-

sages down on post-it notes. She took her typed letters

to the postman, Steve.

5. Steve gave Alyssa mail that she opened and pretended

to read.

6. Alyssa went through this thematic play ritual the follow-

ing days, being the typist and telephone message taker.

7. She went to the library during 'lunch breaks to sign

out books and pretend to read.

Liz' Before Treatment Behaviors

1. Immediate ly went over to bookshelf after breakfast ,

but left the bookshelf without picking up any books.

2. She carried a book brought from home. She would not

let anyone else touch it. She shared pictures with

examiner. She was persisten t in getting someone to

read to her, asking four different teachers. She

finally did get someone to read to her.

Liz' After Treatm ent Behavi ors

1. She pretend ed to be the mom. She wrote a letter to

her morn. She read it and then took it to the post

office. She paid for a stamp and gave the letter to

the postma n, Steve.

2. She went home to cool<: dinner for Steve, her husban d.

She followe d a recipe from a cookbo ok.

3. , Steve, the postma n, deliver ed mail to her. She opened

the mail and pretend ed to read it.

4. She went to see Alyssa at the office . She borrow ed

the typewr iter to type a letter. She said the alpha-

bet letters as she typed. She put the letter in an

envelop e and took it to the post office to mail.

4. She then went to the library to sign out books.

Steve's Before Treatm ent Behavi ors

Did not exhibi t specif ic literac y behavi ors.

Steve's After Treatm ent Behavi ors

1. Spent the time at the post office as the postma n.

At the beginn ing of each play session , he said, "I'm

the postma n, Liz is the mother , and Alyssa is the

daught er." He did not tire of stampin g mail and

deliver ing it. When he was not tending to someone

else's mail, he wrote his own notes and mailed them.

 Appe ndix B

Liter acy Skil ls Obse rved Befo re and Afte r Trea

tmen t

.
Sect ion I - Cont rol Subj ects

Jess ica's Befo re Treat ment Beha viors

1. Colo red.

Jess ica's Afte r Treat ment Beha viors

1. Colo red.
Made
2. Made writi ng mark s on note card with mark er.

more mark s late r. Wrot e lette r "P" and said it was

her name .

3. Iden tifie d the "P" stick er.

4. Wrot e morn a lette r.

Kell y's Befo re Treat ment Beha viors

1. Colo red.

Kell y's Afte r Treat ment Beha viors

1. Wrot e alpha bet lette rs with pen three time s.

2. Wrot e a lette r.

3. W~ot e her morn a lette r.

4. Wrot e her morn ten shor t notes on index card s.

5. Reco gnize d lette r "A" and "B" stick ers.

Nick 's Befo re Treat ment Beha viors

Did not exhi bit liter acy skil ls.

Nick 's Afte r Treat ment Beha viors

Did not exhi bit liter acy skil ls.

 Section II - Treatment Subjects

Alyssa's Before Treatment Behaviors

1. Colored.

Alyssa's After Treatment Beh?viors

1. Wrote letters.

2. Wrote telephone messages.

3. Signed out library book.

Liz' Before Treatment Behaviors

1. Colored two times.

2. Wrote her name two times.

3. Wrote "2."

Liz' After Treatment Behaviors

1. Wrote letters. She wrote one letter to her mom.

2. Wrote telephone messages.

3. Signed a book out of the library. She wrote a "t"

and two "i's'' to sign the book out. She said the let-
ters as she signed the book out. She s~gned two more

books out.

4. Typed a letter, saying the alphabet let~ers as she

typed.

Steve's Before Treatment Behaviors

Did not exhibit literacy skills.

Steve's After Treatment Behaviors

1. Wrote several notes to be mailed.

 Appendix C

Knowledge of Literacy in Context Observed Before and

After Treatment

Section I - Control Subjects

Jessica's Before Treatment Behaviors

Did not exhibit knowledge of literacy in context.

Jessica's After Treatment Behaviors

1. Looked through books at the library and pretended to

read a book.

Kelly's Before Treatment Behaviors

Did not exhibit knowledge of literacy in context.

Kelly's After Treatment Behaviors

1. Looked through a book in the library setting to find

out what it was about.

2. Wrote some notes to mail at the post office.

Nick's Before Treatment Behaviors

Did not exhibit knowledge of literacy in context.

Nick's After Treatment Behaviors

Did not exhibit knowledge of literacy in context.

Section II - Treatment Subjects

Alyssa's Before Treatment Behaviors

Did not exhibit knowledge of literacy in context.

Alys sa's Afte r Treat ment Beha viors
to buy
1. Took mone y and coupo ns to store and prete nded

items on coup ons.

Liz cook
2. Afte r she got home from the store , she helpe d

dinn er using recip e book .

pre-
3. Afte r dinn er, she wrote a lette r abou t her day,
post
tende d to read the lette r, and took it to the

offic e to mail .

4. Went to the offic e to type. She wrote telep hone mes-

sages down on post -it note s. She took her typed lette rs

to mail them .

5. She recei ved mail from the postm an and read it.
sign
6. She went to the libra ry durin g lunch break s to

out book s and prete nd to read.

Liz' Befo re Treat ment Beha viors

Did not exhi bit know ledge of liter acy in cont ext.

Liz' Afte r Treat ment Beha viors

1. Wrot e a lette r to her mom. She read it and then took

it to the post offic e. She paid for a stamp and gave

the lette r to the postm an.

and.
2. She went home to cook dinn er for Stev e, her husb

She follo wed a recip e from a cook book .

prete nded
3. She opene d mail that was deliv ered to her and

to read it.
4. She went to visit Alyssa at the office. She borrowed

the typewriter to type a letter. She put the letter

in an envelope and took it to the post office to

mail.

5. She then went to the library to sign out books.

Steve's Before Treatment Behaviors

Did not exhibit knowledge of literacy in context.

Steve's After Treatment Behaviors

1. He pretended he was the postman. When he was not

stamping mail and delivering it, he was writing

notes to send.
 Appendix D

Quotations Mentioning Knowledge of Literacy Observed

Before and After Treatment

Section I - Control Subjects

Jessica's Before Treatment Behaviors

Did not mention any words to convey knowledge of

literacy.

Jessica's After Treatment Behaviors

1. "Day care has this book, but I don't."

2. "I'm going to write some mail."

3. "I'm writing something for mom."

4. "I've got the letter 'P' sticker."

5. "I wrote my name."

6. "I wrote my two names."

7. "There's a square with a name in it."

8. "There's a square without a name in it."

Kelly's Before Treatment Behaviors

1. nMy picture is mail."

Kelly's After Treatment Behaviors

1. "That's my name."

2. "One note done. 11

3. "Tell me something to write."

4. "What does the mail say?"

5. "I am going, to write something because I am the ma i 1

person."

6. "I can't find the letter I wrote."

7. "What's this book about?"

Nick's Before Treatment Behaviors

Did not mention any words to convey knowledge of

literacy.

Nick's After Treatment Behaviors

Did not mention any words to convey knowledge of

literacy.

Section II - Treatment Subjects

Alyssa's Before Treatment Behaviors

'Did not mention any words to convey knowledge of

literacy.

Alyssa's After Treatment Behaviors

Did not mention any words to convey knowledge of

literacy.

Liz' Before Treatment Behaviors

Did not mention any words to convey knowledge of

literacy.

Liz' After Treatment Behaviors

1. "I've got to sign the book out."

2. "Need 't' and two 'i's"

3. "I need a pen to sign this book out."

4. "I need to stamp the book with words."

5. "Th~ recipe says I need carrots and celery to make

soup."

Steve's Before Treatment Behaviors

Did not mention any words to convey knowledge of

literacy.

Steve's After Treatment Behaviors

1. "I have to stamp the mail with words."

2. "I've got to write a letter to send."

3. "I'm the mailman. I wrote something for you, and you

have to read all of this."