Child, Youth, and Family Studies, Department of


Date of this Version



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

doi 10.1177/1468798416652448


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


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.