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Photographs included in the original manuscript have been reproduced xerographically in this copy. 35 mm slides or 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. ■Accessing U Ihe World’s M Information since I 1938 300 North Zeeb Road, Ann Arbor, Ml 48106-1346 USA Order Number 8804082 Learning a second language through reading and writing activities: Case studies of first graders in a bilingual school Nathenson-Mejia, Sally Jill, Ph.D. The Ohio State University, 1987 Copyright ©1987 by Nathenson-Mejia, Sally Jill. All rights reserved. UMI 300 N. ZeebRd. Ann Arbor, MI 48106 PLEASE NOTE: In all cases this material has been filmed in the best possible way from the available copy. Problems encountered with this document have been identified here with a check mark ■/ . 1. Glossy photographs or p a g es______ 2. Colored illustrations, paper or print _______ 3. 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Other_____________________________ ___________________________________________ _ University Microfilms International Learning a Second Language Through Reading and Writing A ctivities: Case Studies of First Graders In a Bilingual School DISSERTATION Presented In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of the Ohio State University By Sally Jill Nathenson-Mejia, B.S. Ed., M.A. # # # # The Ohio State University 1987 Dissertation Committee: Approved by D. E. DeFord J. Zutell Adviser R. Donmoyer College of Education Copyright by Sally J. Nathenson-Mejia 1987 To My Parents and To My Husband 1 1 AKNOWLEDGEMENTS I am sincerely grateful to the children and faculty of the American School for making this study possible. I wish to thank the three English program firs t grade teachers for allowing me access to their classrooms and for the time they spent talking with me. I especially wish to thank Sally Ochoa and Erica Wurfl for their support and their willingness to be Involved In the project. To the members of my committee, Dr. Jerry Zutell and Dr. Robert Donmoyer I would like to express my appreciation for their confidence and their guidance throughout my doctoral career. And to Dr. Diane DeFord I owe my deepest appreciation for her Insightful ness and faith In me. I wish to thank my parents for their confidence In my abilities. And special appreciation and expression of love to my husband, Enrique Mejia, for his support, editing abilities, and constant presence. i 11 VITA May 10, 1951 . ...................Born - Minneapolis, Minnesota 1979 ........................................... B.S.,Ed., Mankato State University, Mankato, Mn. 1979 - 1983 ........................ Elementary Teacher, American School of Puebla, Puebla, Mexico 1986 ........................................... M.A., College of Education, The Ohio State University, Columbus, Ohio 1986 - Present .................. Graduate Teaching Associate, The Ohio State University, Columbus, Ohio PUBLICATIONS "A Buberian Perspective on Three Classroom Communities" with Tim Raslnski„ Ph.D. ERIC Publications, 1985 "Learning to Read, Learning Community: Considerations of the Social Contexts for Literacy Instruction" with Tim Rasinski, Ph.D. The Reading Teacher in Press FIELDS OF STUDY Reading, Writing, Language Arts . .D r . Diane E. DeFord Bilingual/Multicultural Education . Dr. Jerome Zutell Qualitative Research ............................. Dr. Robert Donmoyer lv TABLE OF CONTENTS DEDICATION............................................................................................ 11 ACKNOWLEDGEMENTS ......................................................................... Ill VITA........................................................................................................... lv LIST OF TABLES..................................................................................vlli LIST OF FIGURES.......................................................................... xl CHAPTER PAGE I. The Nature of the Problem .................................... 1 Background of the Problem .......................... 1 Background of the S t u d y ............................... 4 Statement of the Problem .............................. 7 Definition of T erm s ................................. 11 Assumptions .................................................... 14 Scope of the Study . ....................... 14 Design of the S t u d y ................................ 16 II. Review of the L iterature .................................... 19 F irst and Second Language Learning . 21 Reading and Writing as Interactive P ro c e s s e s ............................................... 29 Writing and Reading In Bilingual P r o g r a m s............................................... 35 Classroom Context and Students'* Performance ........................................... 44 Response to L iterature ................................... 50 A Perspective on Writing Analysis . 55 III. Methods and P ro c ed u res .................................... 60 Research Timeline ............................................ 61 Design of the S t u d y ................................ 62 Research Questions ............................................ 64 Data C o l l e c t i o n .......................................... 65 v IV. F irst Grade at the American School .... 79 Data C o l l e c t i o n ................................................. 60 The S c h o o l............................................................... 81 The First Grades ................................................. 86 The Spanish Classroom Environment . 87 The English Classroom Environment . 89 Using Reading and Writing In an Engllsh Lesson ....................................... 94 Teacher's Perceptions ................................... 97 V. Case Studies and Data A n a ly s is ...............................102 Rationale for Using Case Studies . 102 Diagnostic Assessments and Group S e s s i o n s ..............................................105 Story Retellings .......................................................112 Case Studies: Alina Baquero ..................................................115 Ivan B e y r u t e ..................................................134 Federico Zamano ....................................... 152 Rodolfo Gonzalez ................................... 168 Sonya M a c i a s ..................................................186 Debra C a r te r o ..................................................206 VI. Findings and C o n c lu s io n s ........................................221 Oral Reading M lscu es .............................................224 Writing Analysis ................................................. 227 Contextual Infuences ....................................... 234 Spelling D a ta ............................................................236 VII. Summary, Implications and Recommendations 245 Summary of F i n d i n g s .............................................247 Implications for Teaching and Research 262 Recommendations ................................................. 258 APPENDICES A. Translation of Diagnostic Assessments into Spanish .... 267 B. Questions for Teacher Interview . 276 C. Letter Sent to Parents with Translat ion 279 D. Sample Interview with First Grade T e a c h e r ....................................................282 E. Sample Set of Diagnostic Assessments 291 F. Writing Samples from Alina .... 314 G. Writing Samples from I v a n ...........................318 H. Writing Samples from Federico . 322 vl I. Writing Samples from Rodolfo . 32? J. Writing Samples from Sonya .... 331 K. Writing Samples from Debra .... 336 L. Books Used During Activity Sessions 342 M. Samp 1 e Workbook Pa g e s.......................... 345 LIST OF REFERENCES . ................................................................348 vl 1 LIST OF TABLES