The purpose of this research was to determine the effect of incorporating writing materials in all areas of the preschool classroom on the early literacy development of young children from low-income families. The researchers worked with six teachers in three preschool classrooms to incorporate literacy materials--particularly those materials that would allow children to express themselves through writing--throughout the classroom learning centers over the course of one academic year. Data collected included classroom observations, inventories of literacy materials and teacher interviews. Observations were conducted three times during the academic year--in the fall, winter and spring. Classroom literacy inventories were completed in the fall and the spring. The six teachers were interviewed in teams of two concerning teaching practices and childrens literacy behaviors in the spring. Children's literacy development was assessed in the fall and again in the spring using: (a) the Test of Early Reading Ability, (b) writing samples, and (c) a phonemic awareness activity. Results indicated that teachers did incorporate more literacy materials, including writing materials, into the classrooms and children did show progress in literacy development. There were some differences in development based on gender and between classrooms. Reasons for these differences are explored and recommendations regarding appropriate literacy instruction and activities for young children are presented.