ABSTRACT
This chapter presents the case study of a Nina and Melissa. After transitioning the class to their special area teacher, Melissa and Nina continued the conversation. They talked about drawing the children into the richness of the print environment as authors of that environment. Nina arranged the small rectangular tables and chairs in the center of the room. Nina also carefully considered the text environment of her room. Children know exactly where the texts are that they need and appear to thrive in such a print-rich environment. Melissa’s learning space is a warm and safe environment in which the children feel cared for by their teacher and are encouraged to take risks with life, learning, and literacy. Texts are an important part of communities and literacy practices; it becomes necessary to document the roles of print environments in literacy acquisition and development as well as in disrupting hegemonic practices.
