摘要：The physical environment of the classroom can be a powerful tool in support of literacy learning or an unrecognized and undirected influence (Loughlin and Martin, 1987). Teachers who organize, arrange, and dress up their classrooms intuitively understand that, "Every home, every classroom, every school contains a certain atmosphere" (Van Manen, 1986, p. 31). Although peripherally accepted as an important part of literacy instruction for many years, too little attention has been focused on what the literacy environment of the classroom brings to children and their learning. Recent research by Neuman and Roskos (1990, 1992) demonstrates a clear relationship between the quality of classroom environments and literacy related behaviors and learning.
