Abstract
This qualitative study examines the literacy and language beliefs and practices of 28 Latino/a children from Grades 1-7 in a South Texas colonia, or unincorporated area. Instruments included staff surveys and participating children's 24-hr reading logs, interviews, and participant observations. The children had limited access to books, mostly during the summer, and most reported having negative attitudes toward reading. They also showed a preference to read in English rather than in Spanish. Implications of access to printed literacy and the language shift of colonia children to English are also discussed.
Topics
Reading
Formative Assessment
Demographics
Assessment
Assessment