It is considered a recommended practice to integrate literacy concepts into child-initiated choice center time long before formal reading instruction begins. The purpose of this study was to determine whether environmental modification and a teacher-mediated literacy intervention would increase child engagement of literacy behaviors during free choice time in the classroom. Data were collected on the literacy behaviors of 9 children across 3 inclusive preschool classrooms in a suburban public school system. A multiple baseline design was used to determine the effects of an environmental modification using the Early Language and Literacy Classroom Observation and a teacher-mediated intervention on children's literacy behaviors. Results included an average increase of 43 percentage points (range = 39–45 percentage points) in observed literacy behaviors in each of the 3 classrooms. Individual children in each classroom demonstrated an increase in literacy behaviors from baseline to intervention. These results are consistent with previous research, which indicated that the modification of the environment and teacher mediation increase literacy behaviors.

中文翻译：

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使用环境改造和教师调解来提高包容性学前教育环境中的识字行为

在正式阅读教学开始之前很久，就将识字概念整合到儿童发起的选择中心时间，这被认为是一种推荐的做法。本研究的目的是确定环境改造和教师介导的识字干预是否会增加儿童在课堂上自由选择时间的识字行为。收集了郊区公立学校系统中 3 个包容性学前班的 9 名儿童的识字行为数据。使用早期语言和识字课堂观察和教师干预对儿童识字行为的干预，使用多基线设计来确定环境改变的影响。结果包括在 3 个教室中的每个教室中观察到的识字行为平均增加了 43 个百分点（范围 = 39-45 个百分点）。每个教室中的个别儿童从基线到干预都表现出读写行为的增加。这些结果与先前的研究一致，表明环境的改变和教师的中介会增加识字行为。