An empirical investigation of the dimensionality of the physical literacy environment in early childhood classrooms

Authors

Jaclyn M. Dynia, The Ohio State UniversityFollow
Rachel E. Schachter, University of Nebraska - LincolnFollow
Shayne B. Piasta, The Ohio State UniversityFollow
Laura M. Justice, The Ohio State UniversityFollow
Ann A. O'Connell, The Ohio State UniversityFollow
Christina Yeager Pelatti, Towson UniversityFollow

ORCID IDs

Rachel E. Schachter

Date of this Version

2018

Citation

Published in Journal of Early Childhood Literacy 18:2 (2018), pp 239–263.

doi 10.1177/1468798416652448

Comments

Copyright © 2016 by the authors. Published by SAGE Publications. Used by permission.

Abstract

This study investigated the dimensionality of the physical literacy environment of early childhood education classrooms. Data on the classroom physical literacy environment were collected from 245 classrooms using the Classroom Literacy Observation Profile. A combination of confirmatory and exploratory factor analysis was used to identify five separate dimensions of the physical literacy environment; including (a) variety and use of books, (b) variety and use of writing center materials, (c) variety and use of technology, (d) variety of environmental print and (e) variety and use of other literacy-related materials. Overall, these five dimensions demonstrated reasonable reliability and validity. Implications for investigating the physical literacy environment and future directions for research are discussed.