Classroom literacy activity for Spanish-speaking students
This study examined classroom literacy activity for second-grade Spanish-speaking students. Twenty-five students were observed in their respective high and low reading groups. On the surface, children appeared to receive similar types of instruction. The high group, however, received much less rote memorization instruction than did the low reading group. In spite of the differential treatment of reading groups, the findings showed that neither the high nor low group received instruction in which they could fully develop verbal cognitive skills. This was evidenced by the teacher-student interaction about the text and in the students' workbook writing assignments.