Abstract
This study investigated the Spanish literacy development of 20 low-SES Spanish dominant students learning and using literacy in whole-language classrooms. Students' oral reading, writing, and discussions about reading and writing were observed and examined. The data indicated that the children used a variety of reading and writing strategies. The findings of this study provide some evidence to support the theory that students learn about meaning construction through the use of whole language. Additionally, the data suggest that meaning construction is associated with the individual's efficient and contextual use of the graphophonic system. The findings were less supportive of the theory that students learn about the code through exposure to print and through invented spelling.
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