The Influence Of Teacher Attitude On Student Achievement At Grade Six, Elementary School Hyderabad by Asma tehman

1. The effect of Print rich environment on the development of students skills
at Primary Level
Submitted By:
Asma Rehman
Coordinated To:
Ms. Nadia Thalho
And
Supervised
Ms. Shhnaz Akhund
Lecturer
GECE (W) Hyderabad
Academic Year 2019
GOVERNMENT ELEMENTARY COLLEGE OF EDUCATION (W) HYDERABAD

2. i
Table of Contents
CERTIFICATE.............................................................................................................................. iii
Acknowledgement.................................................................................................................... iv
Dedication.................................................................................................................................. v
Abstract..................................................................................................................................... vi
Chapter One...............................................................................................................................1
Introduction ...............................................................................................................................1
1.1:- overview of the study....................................................................................................1
1.2:- Introduction...................................................................................................................1
1.3:- Background of the Study ...............................................................................................2
1.4:- Statement of the problem:-...........................................................................................3
1.5:- objective of the study:-..................................................................................................3
1.6:- Research questions:- .....................................................................................................4
1.7:- Scope of the study:-.......................................................................................................4
1.8:- Purpose of the study:- ...................................................................................................4
1.9:- The limitation of the study:-..........................................................................................5
1.10;-Ethical consideration:-..................................................................................................5
1.11:- Definition of key terms:-..............................................................................................5
Chapter 3..................................................................................................................................11
Research Methodlogy..............................................................................................................11
3.1 Overview of the chapter ................................................................................................11
3.2 Research design .............................................................................................................11
3.3 Research approach. .......................................................................................................11
3.3 Time span.......................................................................................................................11
3.4 Tool instrument .............................................................................................................11
3.5 Sampling design .............................................................................................................12
3.6 Population......................................................................................................................12
3.7 Sampling technique .......................................................................................................12
3.6 Sampling size..................................................................................................................12
3.7 Data collection ...............................................................................................................12
3.8 Conclusion......................................................................................................................13
Chapter 4..................................................................................................................................14
Data Analysis............................................................................................................................14

3. ii
4.1 Overview the chapter ....................................................................................................14
4.2 Report on Reconnaissance.............................................................................................14
4.2.2 Report on cycle2: Creating Print Rich Environment ...................................................15
4.2.3 Report on Cycle3: Post Observation Report ..............................................................16
Discussion on post observation data analysis .....................................................................17
Chapter Five.............................................................................................................................18
Summary, Conclusion and Recommendation..........................................................................18
5.1 Overview of the chapter ................................................................................................18
5.2 Summary and discussion................................................................................................18
5.3 Findings..........................................................................................................................19
5.4 Conclusion......................................................................................................................19
5.5 Recommendation...........................................................................................................19
Reference.................................................................................................................................21
Appendices...............................................................................................................................22
Appendix –A.............................................................................................................................22
Consent Letter .........................................................................................................................22
Appendix –B.............................................................................................................................23
Meeting Paper .........................................................................................................................23
Appendix –C.............................................................................................................................24
Classroom = observation checklist...........................................................................................24
Appendix-D ..............................................................................................................................26
Classroom Post observation checklist......................................................................................26

4. iii
CERTIFICATE
This is to certify that Ms. Asma Rehaman has conducted this Action Research Project
entitled “The effect of Print rich environment on the development of students skills at
Primary Level " during the academic year 2019, under the supervision of Ms.
Shahnaz Akhund in partial fulfillment for the degree of B.Ed. (Hons).
Research Supervisor
Ms. Shahnaz Akhund
Lectruer
GECE (W) Hyderabad
Principal
Ms. Nayyar Rafique
GECE (W) Hyderabad

5. iv
Acknowledgement
First of all, I am grateful to Allah Almighty and His
Prophet Muhammad (Peace Be upon Him) who provided me strength and health to
complete my Action Research. I also must acknowledge those people who encouraged
and supported me during my research study
This is also dedicated to my family and the many friends who
Supported me on this journey
Thank you
I would like to express my deepest gratitude to my co-coordinator Ms. Nadia Thalho,
my supervisor Miss Shahnaz Akhund, for their support, collegiality, and mentorship
Assistance and supervision show me the way which is highly appreciated.
And, sharing precious opinions, experience during data collection in my research
project.
Finally, I wish to thanks to my family for their patience and support.

6. v
Dedication
This modest effort is dedicated to
My parents
Who brought me up to?
The point of fineness
Where we are footing today, looking for
Most prominent, and gleaming
Future at the forefront, for which they
Sacrificed most of their past,
And to
My respected teachers who guided
Me throughout
Academic life

7. vi
Abstract
This study's goal at consider the effect of print rich environment on developing
student’s skills in primary level and also compare the traditional environment. This
study focused on print rich environment, learning effect on students' performances,
the qualitative approach is used in Sindhi section PC school attached to GECEW
Hyderabad, in this study's objective were identifying the how much printed
environment effect in the classroom, a second objective in this study the importance
of printed environment in the classroom, the third objective to explanation of print
rich environment for students learning. PRE developed language skills of students,
students couldn't achieve the skills to reorganization letters, words and connected with
daily life and the second purpose is that to develop confidence for easy to speak and
reply quickly , and basic thing found that during my practice of teaching needs of the
students learn through the printed materials then text books. I also recommended to
another researcher's work on more and PRE.
Keywords: Development ,Effect,T Print Rich Environment, Students Skills

8. 1
Chapter One
Introduction
1.1:- overview of the study
In this chapter to refer the steps of content area it is focused on background of the
study, objective of the study, statement of the problem, significance of the study,
research questions, delimitation of study as well as definitions of key terms and the
end of conclusion.
1.2:- Introduction
The print rich environment emphasizes the importance of speaking, reading, and
writing in the learning of all students. This involves the selection of material that will
help language and literacy opportunities, evidence and through reading classroom
design, and purpose instruction and facilitation by teacher and staff. The print
environment and reading is a basic skill that defines the academic success or failure of
student .as noted by Barbara Forman from the university of text as Houston Medical
school,``88 percent of student who were poor reader in first grade were poor reader in
fourth grade’’ (National Institution of child Health and Human Development
[NICHD, 2000) Reading also is a primary skill that defines the academic success or
failure of student. As noted by Barbara Forman from the University school, “88
percent of students who were poor readers in first grade were poor read- errs in fourth
grade” (National Institute of Child Health and Human Development [NICHD], 2000,
9). Once students reach fourth grade, most of the information they need is given to
them in textual format where the focus changes from learning to read, to reading to
learn. so, those poor readers may have difficulty interacting with content in the
curriculum (Higgins, Boone, and Lovett, 2002). Identification of delays or disorders
in literacy development typically occurs in the upper simple grades, but research also
indicates that this may be too late for remediation (NICHD, 2000). Land- gauge
success and literacy experiences begin at birth. Students lacking previous experience
with skills such as print awareness, the alphabetic principle, and phonemic awareness
need extra instruction to ensure they do not lag behind their peers. For that reason,
elementary school teachers must provide an environment that allows students with
disabilities to have access to experiences they may have missed in their preschool
years.

9. 2
Research conducted by the National Reading Panel (NRP) found that skills in phone-
mica awareness, phonics, fluency, vocabulary, and comprehension are necessary to
literacy development (NRP, 2001). Before students with disabilities can begin to
develop these five skills, they need to understand the functions and uses of literacy
(Ehri & Sweet, 1991; Gunn, Simmons, & Kameenui, 1995; Mason & Allen, 1986;
Sulzby & Teale, 1991). A literacy-rich environment is a setting that stimulates
students with disabilities to share in language and literacy activities in their daily lives
thereby giving them the beginning understandings of the usefulness and function of
oral and written language.
This information brief describes the a variety of elements of a literacy-rich
environment in an elementary school classroom that provide students in special
education right to use to the general education curriculum. It provides elementary
school teachers with information on why a literacy-rich environment is important and
how to create one. This brief discusses how a literacy-rich environment facilitates
access to the general education curriculum, and cites the research that demonstrates
the effectiveness of this strategy in the classroom. Lists of additional resources are
also included to improve the readers’ ability to implement literacy-rich environments.
Please note that while this information brief purposely discusses the needs of students
with disabilities, mostly those affecting literacy gaining, the strategies discussed are
effective for all children in elementary settings.
1.3:- Background of the Study
To become skilled readers and writers, young children need to develop a theoretical
grasp of the functions and conventions of printed language as well as an
understanding of the instructional language used by teachers to talk about printed
language. The reliability and quality of experiences with printed language vary
usually from child to child; and thus, the extent of children's written language
awareness can likewise vary significantly (Goodman, 1986; Ferreiro, 1984; Mmick&
Mason, 1986). Unfortunately, according to Taylor (1986) and Yaden (1986), there is
little evidence that this fact has caught the attention of teachers, administrators,
curriculum developers, or publishers. As a result, many children's understanding of
the functions and assembly of printed language may fail to keep pace with the
instructional requirements made in classrooms and in instructional materials
(Blachowicz, 1978; Templeton, 1986). It should not be understood that because print

10. 3
concepts and instructional language are clear to literate adults they are equally evident
to children (Yaden, 1986). Cor- Their findings indicated that children can learn much
about print concepts from interest in such an environment. As a result, many
researchers believe that both print awareness and start reading ability can be achieved
suitably by dip children in an environment which is rich in print and print use. In
short, children taught under this model are expected to extract the features of printed
language and relate these features to reading much the same way as they learn oral
language during childhood. Although few researchers argue with this advice, some
researchers care that by chance or informal exposures to printed language may not be
complete to make sure that novice print users will develop an understanding of print
concepts and word reading.
1.4:- Statement of the problem:-
I recognize this problem during my practicum in class one K.G at P.C Sindhi School
attached with GECE (W) Hyderabad were I observed this class. When I went class
one there was no any good print rich environment their and also I am working there as
a student teacher student of class one K.G at P.C Sindhi school attached with GECE
(W) Hyderabad . Class is not attractive so that student cannot give their focus
correctly. The current research regarding the relations between home literacy
environments and overall literacy skills for children is important. But, no exact
research exploring home literacy environments and letter identification has been
display. Similar research to this topic includes Sawyer et al. (2014) who analysis the
relationship between print knowledge and home literacy environments for children
with language impairments. They found that children with language impairments
might not have the basic skills necessary to respond to home literacy environments in
the same method that children without language impairments react in terms of print
knowledge skills. Duranovic et al. (2012) made a connection between phonological
awareness and letter knowledge, suggest that the phonemes that children are expose
to from an early age can be subjective by home literacy and print environments.
1.5:- objective of the study:-
• To identify the print rich environment support literacy behavior during the play.
• To explore the reasons to develop interest in print rich environment student
learning

11. 4
.• To analyses the importance of print rich environment in the classroom.
1.6:- Research questions:-
These questions are help full for the resolving of the problem which students are faced
in a learning of print rich environment class room. The questions are given below.
• What are the reasons to develop, this print rich environment in the classroom?
• What is the importance of print rich environment in the classroom?
• How print rich environment effect on students learning?
1.7:- Scope of the study:-
It scope of other researchers because with the help of this they are used in her
research which one is related to her topic and it is useful for the completion that’s
focused in this related topic print rich environment. And it develop many skill also
depended on print rich based or cognitively there is little evidence that this fact has
may fixed the attention of teachers, Administrators, curriculum developers, or
publishers, Some reading researchers suggest that children learn about the
conventions of printed language easily through an interest in a print rich environment
where they are showing to printed language used in purposeful ways.
1.8:- Purpose of the study:-
For making this research my purpose is to know that what the role of print rich
environment is for develop student skills and need for students learning, where I faced
the problem. Literacy environments as a predictor for letter identification scores for
preschool-aged children. The home literacy environment is defined as the
“experiences, attitudes, and materials pertaining to literacy that a child encounters and
interacts with at home” (Roberts, Jorgen’s, &Burchinal, 2005,) and letter
identification is defined as the number of letters right identified within a specific time
period. Children success in school depend in part on what they bring with them the
first day of nursery school the end of first grade, these children are reading simple
book and start to write. Reading and writing is a primary way they learn about
everything. Children with a foundation in literacy language and listening skills
families with book and experience with scribbling and drawing are more likely to
succeed in all school experience print rich allows children to see that reading and
writing supply real, each day purpose. Children observe adults using printed materials

12. 5
and understand that print carry meaning .they explore print and become motivated to
try to read and write themselves. The children’s letter identification skills were
assessed using their in classroom, curriculum-based measure of letter identification.
1.9:- The limitation of the study:-
This research was conducted at pc school attached with G.E.C.E (W) Hyderabad my
research was just focuses on grade K.G 1 class during my practicum.
I was just teaching K.G one class so there I observe that class was not more effective
due to the less of print rich environment.
1.10;-Ethical consideration:-
Whenever we are going to any place/institute/school for research than its ethic that
we should take permission from Head of that school and what things we will do in
research we should mention if head give us permission than we may further work on
our research.
If a teacher gives us an interview which we record so its ethic that we should not
mention that person name.
1.11:- Definition of key terms:-
To clarify the terms used within the study, the following definitions were taken from
the literature.
1. A print rich environment helps foster skills needed for reading kids began to find
out cues that helps them figure out words they see which lays the foundation for
reading. Finally, a print rich environment also spurs an interest in writing. Kids
want to model what the they see around them and communicate in written from.
aplaceofourown org>question-detail
2. A classroom that is print rich expose and engages students in the seven processes
of literacy for a variety of authentic, everyday purpose ,across the content areas.
(Literacy-Rich Environments, n.d)
3. A print rich environment can be simply defined as a classroom where by young
children are given many different opportunities to interact with many different
forms of print.

13. 6
4. A print rich environment is one in which “children’’ interact with many forms of
print ,including sing, labeled centers, wall stories, words display, labeled murals,
bulletin boards, charts, poems, and other printed material (Kadlic and Lesial,
1.12:- conclusion:-
In overall conclusion is that print rich environment is critical skill in developing a
student’s reading abilities. Since it does not develop on its personal, print awareness
needs to be an essential part of early literacy order. Provide verbal and nonverbal cues
to direct student’s attention to convention of print. Provide a print environment
exposes students to various types and uses of print. Read aloud and involved your
students in discussion about print concept.
Educationally beneficial environments for young children. This study sought to
answer the research question: are print environments a predictor for letter
identification skills for preschool aged children.

14. 7
Chapter Two
Review of Literature
2.1:- Theoretical framework in Research
The different theories are relate with my research effect of Print rich
environment on the development of students skills as; Mkandawire, S. B. describes
in his studies the different theories of Piaget’s Theory of “Cognitive Development”,
Aldridge & Goldman, “Maturation Theory” and Holdaway in 1979, Theory of
Literacy Development” , from all the theories interconnected with my research as;
2.2 Piaget’s Theory of “Cognitive Development”
The Theory of Cognitive Development was conceptualized by Jean Piaget in 1969
who is classified as both a constructivist an a developmental theorist. It is one of the
most famous theories used to explain children’s overall cognitive development. It can
be used by literacy educators to understand the learning stages though which students’
progress as they mature and their relationship to literacy achievement. The cognitive
development theory by Jean Piaget contends that there are different phases of
intellectual development and each stage is associated with certain behavioural
activities.
Aldridge & Goldman, “Maturation Theory”
The maturation theory states that Children would be ready to read when they have
developed certain prerequisite skills and there is little that teachers and parents can do
to hurry the process of cognitive development. In other ways, the theory advocate for
not teaching reading until children were mature enough for instruction. Scholars for
this theory hypothesized that this could happen when children were at mental age of 6
1/2. Aldridge & Goldman (2007) noted that the Maturational Theory of child
development was developed by Arnold Gesell with his colleagues including
Morphette and Washburne who constructed a set of behavioral norms that illustrate
sequential and predictable patterns of growth and development. Gesell contended that
all children go through similar stages, although each child may move through these
stages at their own rate (Godwin, Herb, Ricketts & Wymer, 2013).
Holdaway in 1979, Theory of Literacy Development”
The theory was developed by Holdaway in 1979 and it states that learning to read was
a natural development that is closely linked to a child’s natural development of oral

15. 8
language skills. Holdaway’s theory of literacy further contends that literacy
development begins in children’s homes and is based on meaningful learning
experiences. There are four key components in this theory as itemized by (Godwin
etal, 2013)(Mkandawire S. B., 2015)
Where I integrated and followed the theory of Piaget in research the print rich
environment develop the literacy ratio among students that was ways using theory of
Cognitive Development finalized that the mental age of six and half year old child
performed better on reading achievement than younger children. By, Using this
research and other related studies shown the effect of PRE that in applying Piaget’s
Stages of Cognitive Development.
2.3 Importance of print rich environment
There is general agreement in the field of literacy that the amount of print experience
will have an important impact on ones literacy development (Duke 2000). but when
presented with the challenges to create a print rich environment little is explained it’s
a teacher the first response to his challenges is to label everything in the classroom
and create a letter or word wall. There is more to creating an environment that
promote literacy skill development, we will explore what a print rich environment is,
key components to a print rich environment, how a print rich environment benefits
and importance for students play environment which become literacy learning
environment must be carefully planned by informed adults (Newman & Roskos, n.d)
2.4 Use of print rich environment in school k.G one
Print rich environment in early childhood classroom include two main areas, the
physical and the social environment. Print environment are sometime described as
being full of print, printed labels are pasted on door windows, books case, sinks, etc
printed signs are also used to designate the theme or purpose of deferent learning
centers books, magazines, and other print materials are also provided. creating a print
rich environment requires more than ‘’simply littering the places where children play
with print .play environment .they must also address both the social and physical
dimension of the environment.
2.5 Kinds of print rich environment
Print rich environment are two kinds social environment and physical environment.
1) Physical environment
Physical environment include the layout of your classroom recourses to be had
to your students and right of entry and use of material within the classroom

16. 9
collectively, literacy rich environments include structure components language
opportunities, and classroom management strategies(Ball,2009) makeup
components include teachers organization of classroom materials supplies, and
furniture all of which have a significant impact on the quality of the literacy
environment (Searfoss,Readence, and Mallette2001)
2) Social environment
The social environment include the interaction between the students and their
teacher peer, and environment. It should be directed at the students and not the
parents or teacher. Playgroup children suddenly used almost twice as much
print in the play than they did prior to the environment changes (Neuman &
Roskos,1989) Literacy skills emerge within a community of literacy. Human
relations such as sharing a picture book, telling a story and talking about
experience are central to developing literacy (Wilson, 2003)
2.6 Function of five component of reading in print rich environment
Phonics is a method for teaching reading and writing of the English language by
developing learners' phonemic awareness—the ability to hear, identify, and
manipulate phonemes—in order to teach the correspondence between these sounds
and the spelling patterns (graphemes) that represent them... Phonics builds upon a
foundation of phonological awareness, specifically phonemic awareness. As students
learn to read and spell, they fine-tune their knowledge of the relationships between
phonemes and graphemes in written language. As reading and spelling skills develop,
focussing on phonemic awareness improves phonics knowledge, and focussing on
phonics also improve phonemic awareness… Vocabulary is a critical factor in the
development of reading skills. Vocabulary knowledge has long been identified as one
of the best predictors of reading comprehension (Davis, 1972; Thorndike, 1917),
reading performance in general, and school achievement (Beck, McKeown, & Kucan,
2002, 2008). Receptive vocabulary is also a predictor of decoding skills (Ouellette,
2006). The more words the reader knows, the easier it will be to read and understand
what is read (Blachowicz, Fisher, Ogle, & Watts-Taffe, 2006; Kamil, 2004; National
Institute of Child Health and Human Development [NICHD], 2000)..
As teachers, we strive to create strong readers. We want students who can read a text
aloud accurately and with appropriate expression. Sometimes, however, the
development of fluency comes at the cost of comprehension. Students focus so much
on forming words, inflecting their voice, and following what's on the page that they

17. 10
don't stop to actually think about what they're reading. Successful reading instruction
teaches comprehension alongside fluency to create truly strong readers.
2.7 Effect of print rich environment on the learning of students
The effect of print rich environment plays a vital role on the learning of students skills
and progress because children learn from those thing which attract them and also
kindergarten students like most colorful thing in the classroom so if the class
environment is good and overall class is printed students get things easily to adjust the
class. And take interest to read and write and students creating skills develop to
prepare new inventions.
2.8 Conclusion
The literacy-rich classroom serves as a means to build the basic skills necessary for
literacy development by demonstrating to students with disabilities the function and
utility of language in an intentional, purposeful, and intensive way. While many
students come to school with exposure to literacy in their everyday lives, students
who may not have access or exposure benefit from the instruction and intensity
provided by teachers and staff in this setting. Given the support of this environment,
students are better prepared to work on other literacy skills including phonemic
awareness, phonics, fluency, vocabulary, and comprehension.

18. 11
Chapter 3
Research Methodlogy
3.1 Overview of the chapter
In this chapter to refer the steps of content area it is focused on research design,
research approach time span tool instrument sampling design population sampling
technique sampling size data collection and the end of conclusion.
3.2 Research design
The research design refers to the overall strategy that you choose to integrate the
different components of the study in a coherent and logical way, thereby,
ensuring you will effectively address the research problem; it constitutes the
blueprint for the collection, measurement, and analysis of data. Note that your
research problem determines the type of design you should use, not the other
way around!
3.3 Research approach.
The main difference between inductive and deductive approaches to research is that
whilst a deductive approach is aimed and testing theory, an inductive approach is
concerned with the generation of new theory emerging from the data. A deductive
usually beings with a hypothesis, whilst an inductive approach will usually use
research questions to narrow the scope of the study ( (Dr Deborah Gabriel, 2013)
Deductive approach is used to achieve goal of my research approach research
achievement.
3.3 Time span
s.no Date Cycle Action Plan Tool Planning Success
1 16.9.2019 Reconnaissance Meeting
with HM
and class
teacher
Pc sindhi
school
Conseco
letter
Meeting Achievement
2 23.9.2019 Observation 1 Pc sindhi
school
Checklist Pre
observation
Achievement
3 12.10.2019 Creating
environment
2 Pc sindhi
school
Print
environment
create
Pictures Achievement
4 11.11.2019 Post
observation
3 Pc sindhi
school
Checklist Post
observation
Success
3.4 Tool instrument
Researcher used in tool instrument interview, observation and checklist to observe
students learning.

19. 12
3.5 Sampling design
A sample design is the framework, or road map, that serves as the basis for the choice
of a survey sample and affects many other main aspects of a survey as well. In a broad
background, survey researchers are interested in obtaining some type of information
through a survey for some population, or universe, of interest. One must define a
sampling frame that represents the population of interest, from which a sample is to
be drawn. The sampling frame may be equal to the population, or it may be only part
of it and is therefore subject to some under treatment, or it may have an indirect
relationship to the population (e. g. the population is preschool children and the frame
is a record of preschools) (Lavrakas, 2008)
3.6 Population
Population the entire set of individuals or objectives having some common
characteristic selected for a research study. E.g. patient admitted to intensive care.
Total population was 20 but 8 were assessed to design sample.
And I selected student from P.C Sindhi school attached with GECE (W) Hyderabad
from class k.G one.
3.7 Sampling technique
In sampling of my research I chose the random sampling and Convenience sampling
in class K.G One because I design my sampling just for the class in which I am
working as a student teacher. This sample types is non probability.
3.6 Sampling size
Prior to the selection of sampling technique, the nurse-researcher must first determine
the size of the sample. In statistic, a sample refers to the observation drawn from a
population. Sample size is used in market research and defines the number of subjects
that should be including within a sample. Having the eight sample size is crucial in
finding a statistically significant result.
There are 8 student of my class which are gather to collect data the method is used to
random sampling and convenience sampling.
3.7 Data collection
I used some kind of data that help for my research.
Following material are used to complete my research .

20. 13
Textbooks for reading print rich environment in early grades.
Books provided from G.E.CE. (W) attached pc sindhi school
I read articles from internet .
I used internet to findout articles that helps to complete my research tasks and give
some knowledge about my research thesis.
Researcher asked questions from teachers to get some guidance and knowledge about
her students that helps to conduct some important information .
3.8 Conclusion
In this third chapter present a research methodology, research design and the
procedures followed in the study. In detail, it described the steps of research and also
mention approaches that how they are using in the study. Also tool /instruments that I
was developed and apply in this research and methods that helpful to analyzing the
data and interpreted the data.

21. 14
Chapter 4
Data Analysis
4.1 Overview the chapter
In this chapter focused on the definition of data analysis, report on reconnaissance,
pre observation and post observation at the end of this chapter given the conclusion.
4.2 Report on Reconnaissance
This reflection follows the first steep of the action research these steps including in
planning, Act, Observe and Reflect .Were the researchers applied the step on date (16
sept, 2019)
Plan:
This step is involved in the planning meeting with HM of PC Sindhi school
attached with GECE(W) Hyderabad was discussed about the study on Print Rich
Environment. I also shared my research topic and objective I told, her that benefits of
print environment and meet with teacher and also students too.
Observe:
In this meeting, school HM was carefully listening, and to impress my research topic
and also give some instruction and advice for the improvement student skill with the
help of print rich environment. Student passive in the class and not interest any
activity. The HM give me advise that in this research do your work as possible as
soon with the usage of print rich environment to be created in your classroom.
Reflection:
In this step of action research, reconnaissance meets with HM and I was given
information about my research topic. She was given a positive response and listened
carefully and also given some advice about my topic and my working. The next step
in my action research is pre observe the class room and making a checklist.
4.2.1 Report on Cycle One Pre Observation
Plan
I plan about the print rich environment on checklist and observe students learning in
print environment and involve the classroom student giving interest without print rich
environment.(23.9.2019.)
Act
I observe that in first class in KG 1 what impact on student learning without print rich
environment and I collect information on my checklist.
Observe

22. 15
I observe the classroom in KG 1 student are not actively performed and not interest in
the learning they are fell bored and not involve teacher activity the making a shouting
environment.
Reflection
I observe the class of pc Sindhi in KG 1 in my research topic and I observe the student
performance in classroom and there interest in the study the was not good response in
the teacher and making a shouting environment and not motivated the teacher
instruction and learning.
Data Analysis Of Checklist: Pre Observation
Discussion on Data Analysis
Above the graph show that pre observation of print rich environment
 In this first cycle KG class was not decorate material according to the children
need base learning
 In this class have not any labels
 In this class also not have words walls and alphabetical words
According to the learning student had no interest and knowledge about PRE where
used some strategies to develop classroom from students learning
4.2.2 Report on cycle2: Creating Print Rich Environment
Plan
I make a print environment and making a charts Math, English rhymes, Sindhi
alphabet in words animals names, flowers name, day of the week and
etc(12..10..2019)
0 0.5 1 1.5 2 2.5 3 3.5
1
2
3
4
5
6
7
8
9
10
Yes
Something
No

23. 16
Act
I paste charts in KG 1 class and making a whole class in colorful and I also arrange
the colorful paper draw with fruits etc.
Observe
I was observing that student want to see charts and other materials they gave interest
on print rich materials.
Reflection
I was decorating the whole class in print materials use and I observe the student give
the interest in the study and also the fell free and happy.
s.no Creating learning environment through the print rich environment
1 Labels charts
2 Alphabetical letters A to Z
3 Animals names chart
4 Rhyming poems
5 Days of the week with signs
6 Drawing materials
7 Sindhi alphabetical chart
8 Fruits names
9 Mathematical counting charts with labels
10 A to z words wall
4.2.3 Report on Cycle3: Post Observation Report
Plan
This cycle focused on the observation of creating environment which are researcher
create for the children learning this cycle use for the three days(11..11..2019)
Act
I observe the classroom in student learning and interest in the study and also they
working in happily and skills develop in the print rich environment.
Observation
Researcher observe the classroom in KG and asses the students performances on the
check list and also check according to level what improvement they able to interest
from creating print rich environment .
Reflection
In this cycle for the assessing progress of students interest in learning through posters
or print rich environment in week at the end of week collect data and I improvement
in the this class .

24. 17
Discussion on post observation data analysis
Above the chart define the data analysis of the post observation
After the creating print rich environment get result very well Is compare from the pre
observation; where it shows that 1, student involve in the class after PRE, Student
responding for every question which ask teacher but not more assure, Skills are
developing through print rich environment, Memory is developing through PRE,
Student learns through PRE to use as for fun, motivation, Student modifies
their behavior, Student learns and creates on printed material from surrounding,
Struggler learners are better in learning to finish assignment with their own ideas and
efforts from PRE, able to pay attention in the class and Student work well as after
PRE in the class. From above all analysis, also improvement noticed in the teaching
and learning of Teacher.
1
2
3
4
5
6
7
8
9
10
0 0.5 1 1.5 2 2.5 3
Yes
Some thing
No

25. 18
Chapter Five
Summary, Conclusion and Recommendation
5.1 Overview of the chapter
In this chapter define the summary, finding, discussion, and recommendation.
5.2 Summary and discussion
The print rich environment emphasizes the importance of speaking, reading, and
writing in the learning of all students. This involves the collection of material that will
help language and literacy opportunity, evidence and through reading classroom
design, and purpose instruction and facilitation by teacher and staff. The print
environment and reading is a basic skill that defines the academic success or failure of
student .as noted by Barbara Forman from the university of text as Houston Medical
school, 88 percent of student who were poor reader in first grade were poor reader in
fourth grade, (National Institution of child Health and Human Development (NICHD,
2000) Reading also is a primary skill that defines the academic success or failure of
student. Researcher this study on the KG class in PC school Sindhi section this study
focused on the It is important to institute hard early foundations of learning before
children start school, particularly in the use of language, symbols and patterns.
Children with high performance early on are likely to perform well later on. Early low
performers are likely to have low performance later on Some aspects of early
childhood education still have relations with performance at age 4 to, six years later.
In particular, the quality of staff–child interactions, having an environment that has
many books and printed materials, length of early childhood education and starting
age, and the make-up of the centre in terms of the socio-economic backgrounds of the
children who attend are all main.

26. 19
Researcher recognizes this problem during my practicum in class one K.G at P.C
Sindhi School attached with GECE (W) Hyderabad were I observed this class. When I
went class one there was no any good print rich environment their and also I am
working there as a student teacher student of class one K.G at P.C Sindhi school
attached with GECE (W) Hyderabad
5.3 Findings
Researcher get the findings to used of check list
 Pre observation
 Post observation
Result are very different pre and post observation because of pre observation are use
for the have in printed environment or not . So according to this situation researcher
create environment and get result again for what effect on students for the printed
environment
5.4 Conclusion
In this chapter researcher clearly Fay the summary of the research work discussion
and also give the findings of the research work , researcher face many problems
during the observation on the study like the lake of print rich environment who attract
to children so researcher create environment for the her research work , researcher get
the result for twice time firstly pre test in the real situation ( null print rich
environment acceding to the level) .
Researcher according to need base create the printed environment by own self and
again use post observation but use checklist different from which use in pre test .
5.5 Recommendation
Recommendation for future research

27. 20
 The researcher recommend Each teacher should be assigned task according to
level of the students
 Teachers should have trainings regarding creating Early children classroom
 Teachers should have Information about how to create print rich environment
and promote the growth on specific content areas as well particular of
development.
 Knowledge should be effective teaching strategies including organized the
print rich environment
 There should be build up relationship conducive environment and Social
emotions in the Print rich classroom
 There Should Appreciation of the parent’s role
 The committee recommends the development of demonstration schools for
professional development
 All early childhood education and child care programs should have access to
qualified supervisors of early childhood education.
 Its recommendation to futuristic researchers that due to shortage of time so
many points could not be completed so they should work on PRE according to
the need of MI theory.

28. 21
Reference
National Institute of Child Health and Human Development (2000), Emergent and early
literacy workshop: Current status and research directions, Bethesda, MD: National
Institute of Health, retrieved from
http://www.nichd.nih.gov/publications/pubs/Documents/EEL_workshop.pdf
Higgins, K., Boone, R., &Lovitt, T. C. (2002). “Adapting challenging textbooks to improve
content area learning” in Interventions for Academic and Behavior Problems II:
Preventive and Re- medial Approaches edited by Shinn, M.R., Walker, H.M., & Stoner,
G. Bethesda, MD: Na- tional Association of School Psychologists. Pgs.755 – 790.
National Reading Panel. (2001). Teaching Children to Read. Retrieved February 9, 2005 from
http:// www.nationalreadingpanel.org/Publications/summary.htm
Ehri, L. C. & Sweet, J. (1991).Fingerpoint-reading of memorized text: What enables
beginners to process the print? Reading Research Quarterly, 24, 442-462.
Gunn, B. K., Simmons, D. C., &Kameenui, E.J. (1995). Emergent literacy: A synthesis of the
re- search. Eugene, OR: The National Center to Improve the Tools of Educators.
Available at: http://idea.uoregon.edu:16080/~ncite/documents/techrep/tech19.html
Sulzby, E. &Teale, W. H. (1991).Emergent literacy. In R. Barr, M.L. Kamil, P. Mosenthal,
and P.D. Pearson (Eds.), Handbook of Reading Research (pp. 727- 757). New York:
Longman.
Mason, J. & Allen, J. B. (1986).A review of emergent literacy with implications for Research
and practice in reading. Review of Research in Education, 13, 3-47.
Mkandawire, S. B. (2015). LTC 1000 Theories of Literacy and Theories of Literacy
Development. The University of Zambia Lecture notes for week 9. Retrieved
from https://sitwe.wordpress.com/2015/12/14/306/
https://www.teachthought.com/literacy/the-elements-of-a-literacy-rich-classroom-
environment/
Gambrell, L.B. Malloy, J.A., & Mazzoni, S.A. (2007). Evidence-based practices for
comprehensive literacy instruction. In L. Gambrell, L.M. Morrow, & M. Pressley
(Eds.), Best Practices in Literacy Instruction, 3rd
edition (pp. 11-29). New York:
Guilford Press.
National Assessment of Educational Progress Report. (2002). 1992-2002 NAEP Report.
Princeton, NY: Educational Testing Service.
Anderson, G. S. (1984). A Whole language approach to reading. Lanham, MD: University
Press of America. Blachowicz, C. L. (1978). Metalinguistic awareness and the
beginning reader. The Reading Teacher, 31, 875-876. Brown, D. L. & Briggs, L. D.
(1986). Young children's concepts of print. In M. R. Sampson (Ed.)
Literacy-Rich Environments. (n.d). Literacy-Rich Environments. Retrieved from
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Mkandawire S. B. ( 2015). Theories of Literacy and Theories of Literacy Development.
Retrieved oct 2019, from https://sitwe.wordpress.com/2015/12/14/306/

29. 22
Appendices
Appendix –A
Consent Letter

30. 23
Appendix –B
Meeting Paper

31. 24
Appendix –C
Classroom = observation checklist
S NO Statement Yes Some
how
No
1 Are student involve in the class.
2 Student responding for every question which
ask teacher.
3 Skills are developing through print rich
environment.
4 Memory is developing through PRE.
5 Student learns through PRE to use as for fun,
motivation.
6 Student modifies their behavior through PRE.
7 Student learns and creates on printed material
from surrounding.
8 Struggler learners are trying learning to finish
assignment with their own ideas and efforts.
9 Pay attention in the class.
10 Student work well as compare of their
children because PRE in the class.

32. 25

33. 26
Appendix-D
Classroom Post observation checklist
Serial
number
Statement Yes Something No
1 The classroom label with words and
picture on all equipment resources
learning center and object.
2 Classroom is decorated with pictures,
design, students work, and printed
words from thematic class.
3 Student have access to their
individualized timetable that has been
modified to meet their need picture,
words, objects, photographs.
4 Classroom has a posted master
calendar of daily experience.
5
List of classroom rules is posted using
pictures words and objects.
6 Student’s names have been posted on
all desks cubbies, and materials.
7 Word wall are display.
8 Classroom has an accessible area for
shared large group reading.
9 Classroom has appropriate resource
books for daily activities poetry art
hand rhymes, science, etc.
10 Students have immediate accesses to a
variety of printed material books labels
printed direction signs alphabets
display

34. 27

35. 28

36. 29

37. 30

38. 31