Second Grade is Important: Literacy Instruction and Learning of Young Children in a High-Poverty School

Journal of Literacy Research, Winter 2003/2004 by Barone, Diane

Method

I chose a longitudinal multicase study design for this research project (Yin, 1994). By utilizing this design, I was able to explore literacy learning and instruction in classrooms without overtly manipulating the classroom context (Merriam, 1998; Naumes & Naumes, 1999). Moreover, the case studies of the teachers and students in this report are descriptive and provide an overview of instruction and learning from kindergarten to second grade

Researcher Stance

I entered this study with experience in longitudinal case study research (Barone, 1999). I had followed a group of students from preschool through the primary grades in multiple school settings to describe them as literacy learners. In addition to my work as a researcher, I was a teacher of first graders, second graders, and third graders and brought these personal experiences to this study (Connelly & Clandinin, 1999). In most of this teaching, I worked with children considered to be at risk for school success because of their home demographics.

I believe that children who attend high poverty schools can become readers and writers who can decode text and understand its meanings. I value teachers in such settings who have high expectations for students and help them achieve (Padron, Waxman, Brown, & Powers, 2000). I value teachers who explicitly help students build connections between their home and school experiences (Nieto, 1999).

Setting

Howard Elementary School (pseudonyms are used throughout) was the site for this study. It is one of the older schools in a mid-sized school district in a western U. S. city. The neighborhood surrounding the school consists of single-family homes, multiple-family homes, apartments, and public housing. Unlike other schools that see a change in demographics, this school has always been known for its high enrollment of minority students and its low standardized test scores.

Howard Elementary typically enrolled 600 students each year and the average daily attendance rate was 92% (same as the district average). Of the children enrolled in this school, 60% were classified as learning English as a second language and 8% received special education services. Eighty percent of the children received free or reduced priced lunches. Additionally, the school had a breakfast, lunch, and dinner program for students. Eighty-five percent of the children were classified as Hispanic. Fifteen percent of the children participated in after-school care and 5% qualified for gifted and talented services.

Teacher experience ranged from no years to ten years or more. Eight percent were new to teaching, 42% had between 1 to 3 years experience, 24% had 4 to 6 years experience, 5% had 7 to 9 years, and the remaining 21% had 10 or more years experience. Of the teachers who taught the focal students, only one teacher, Mrs. Messina, was fluent in Spanish. One second-grade teacher, Mrs. Smith, learned English as a new language in high school, but her home language was not similar to the languages of her students.