Abstract
The purpose of this descriptive study was to determine whether classroom environment played a role in literacy engagement and motivation. The study investigated whether classroom environment could hinder or promote literacy engagement and in what ways. Data collection included: teacher and student interviews, observational notes, classroom photographs, and the Early Childhood Environmental Rating Scale. The participants included one classroom teacher and three students, one male and two females from her classroom. The teacher chosen was a [twenty] year teacher with a lot of experience and the students chosen included two, four year old females and one, five year old male. [Data] was collected through various ways including: teacher and student interviews, observational notes, classroom photographs, and the Early Childhood Environment Rating Scale. The data [was] then coded for common trends found throughout the duration of the study. Findings from the data support that classroom environment does play a role in literacy engagement and motivation.
