The Effect of Print-Rich Classroom Environment on Developing Kindergarten Children's Awarenes of Written Language

Abstract

This study aimed at investigating the effect of printrich
classroom environment on developing kindergarten
children's awareness of the written language as compared to
traditional environment. The study sample consisted of (88)
kindergarten children. The sample was divided into two
groups, the experimental group with (47) children taught in a
print-rich classroom environment and the control group with
(41) children taught in a traditional environment with no print
materials. Results revealed statistical significant difference (α
= 0.05) in the written language awareness test between the
two groups in favour of the experimental group. The results
also indicated that there was significant difference attributed
to gender in favour of females. In addition, the results
revealed no statistical significant difference attributed to the
interaction between gender and group. In light of the study
findings, the researcher suggests a number of
recommendations for improving print-rich environments at
kindergarten classrooms.