Abstract
Informal evaluation need not be restricted to evaluation of children; evaluation ofthe extent to which classrooms provide settings conductive to development may also be valuable. This article reports a set of instruments used for the evaluation of aspects of preschool classrooms hypothesized to have important effects on children's literacy and literacy-related language development. Results from observations using these instruments in 22 classrooms serving low-income children reveal frequent efforts to provide a broad curriculum (e.g., science and social studies) and standard preschool literacy experiences (e.g, book area, book reading), but great variability in the extent to which teachers support literacy through involving children in producing text displayed in the room, and in the amount of time spent reading books. When additional data are available from a variety of classrooms, such instruments could be of value to program directors interested in evaluating their classroom's language and literacy environment.
Published Version
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