Abstract
Purpose. The purposes of this exploratory study were to determine the extent to which: attributes associated with selection of literacy materials and creation of the language- and print-rich classroom environment differentiated classrooms from schools with higher-than-expected and lower-than-expected third-grade SAT9 total reading scores; and whether teachers were intentional about the selection of materials and the creation of the classroom environment. Methodology. This research was ex post facto and descriptive. The sources of data were: (1) Quantitative data generated from observations of thirty-five classrooms from schools with higher-than-expected and twenty-eight third-grade classrooms from schools with lower-than-expected SAT9 total reading scores using the Classroom Literacy Environment Profile (CLEP); (2) Qualitative data collected during face-to-face interviews with third-grade teachers. Qualitative data were used to identify the extent to which teachers were intentional about using the attributes of a language- and print-rich classroom environment as measured by the CLEP. Findings. Classrooms from schools with higher-than-expected scores rated better on selection of materials and creation of language- and print-rich environments than those from lower-than-expected SAT9 reading scores. Neither group received proficient ratings on selection or creation. Both groups were rated higher in selection than creation of the environment. All attribute clusters differentiated between the two groups of classrooms. Proficient teachers interviewed were more intentional about selection of materials that focused on student needs than nonproficient teachers. Conclusions. More proficient ratings in selection of literacy materials and creation of classroom environments contribute to higher reading scores. Teachers are conscious about selection of literacy materials, but do not connect these behaviors with the necessity to use materials to create a classroom environment supporting literacy. If teachers were more knowledgeable about attributes of language- and print-rich environments, they could increase student reading achievement. Focusing on student needs and reflecting on past practices increases the quality of classroom environments and supports student achievement. Recommendations. That: (1) this study be replicated with larger samples; (2) administrators and teachers participate in staff development to develop skills in the implementation of attributes associated with language- and print-rich classroom environments.