A study of patterns of literacy behaviors in high level literacy environments with varying levels of access to the environment began with a study of the instruments involved. Goals were to: (1) examine the reliability of the Survey of Displayed Literacy Stimuli; (2) study the correlation between scores from the Survey of Displayed Literacy Stimuli and the Inventory of Access: Displayed Literacy Stimuli to see whether they represented the same variables; (3) determine index scores for the survey and the inventory which best represented each environment's characteristics; (4) distinguish surveys that offered high levels of stimuli or access from those that did not; (5) determine whether the revised Literacy Observation Matrix identified a larger proportion of literacy behaviors, in relation to all recorded behaviors, than did the previous version; and (6) determine the extent to which observers could distinguish between assigned and optional literacy behaviors through the revised matrix. A total of 140 children from 17 kindergarten and primary classrooms served as subjects for the second phase of the study. A team approach was used to gather data by means of the instruments, through observations, and through conversations with teachers. Findings showed that an environment that functions on behalf of children's literacy is established through spatial organization and the teacher's provision of print, symbolic materials, and tools and materials for literacy. The distribution and arrangement of literacy materials and of display facilities for children's use affect the extent to which children respond and contribute to the literacy stimuli of the environment. Related materials are appended. (HOD)