Hispanic literacy development in the Southwestern US is examined through standardized assessment data derived from recent National Assessment of Educational Progress (NAEP) and Texas Academic Performance Reports (TAPR). This longitudinal study focuses on significant variables across a spectrum of grade levels for Hispanics of Mexican descent.…

This collective case study employs both family literacy theory (Taylor, 1983) and funds of knowledge (Moll et al., 1992) to examine the ways that Mexican American parents conceptualize and practice literacy in the home with their emergent bilingual elementary-aged children. "Emergent bilingual" is used to reference students who are…

This article documents an extended Mexican family's social practices surrounding literacy as they engage with bilingual children's literature in a unique context that draws from both home and school without the pressures of curriculum mandates. The research is situated within the southeastern United States where English-dominant practices permeate…

Presents preliminary findings of a study of the various forms, functions, and values of literacy in Mexican and Mexican American homes. Discusses two crucial issues: the qualitative differences in the use of same literacy forms by different children and the children's role in dealing with literacy demands. (NQA)

This bulletin summarizes the arguments for bilingual education in the United States. More than one language is needed as the medium of instruction where the child's mother tongue may not be English. Instruction in a weaker language not only retards reading, but arithmetic and other subjects are not as well learned if the child must cope with…

The author takes issue with an unnamed supervisory educator who opposes bilingual education. Wilson points out that to avoid wasting human resources it is essential that better education be provided for Mexican-Americans in order to cut down the repeating of grades and dropping out by students whose "home language" is not English.…

Examined the relationship between a teacher's understanding, and six bilingual, Mexican-American third graders' understanding, of modified cloze reading lessons that were taught during an academic year. Students were able to use context clues and describe what the modified cloze procedure involved. However, students rarely understood the purpose…

Examines the early literacy experiences of a bilingual Chicano student, focusing on how these experiences affected the students' reading and writing skill development. For a period of 6 months, research elicited information about the student's relationships with teachers, memories of school experiences, and resulting self concept and behavior in…