| This dissertation has three purposes: (a) to structure an argument for binational collaboration of educational advancement for children of Mexican origins; (b) to put forward a conceptual model of how family and school characteristics develop alongside student learning; and (c) to answer a set of questions concerning literacy learning for children attending third grade in Mexico, using applications of the discussed model to interpret research findings. It is argued enhancing literacy learning opportunities for Mexican-origin children must be part of a broad effort to expand human capabilities in the region, and that such improvements necessitate a robust sociocultural model of student learning. This model drives the research questions, analyses, and interpretations of the two empirical studies presented. In the first study, data were drawn from a 2006 national assessment of third grade reading performance in Mexico and hierarchical linear modeling was used to determine the influence of the school shift, school modality, the interaction of the two, and the extent to which these effects vary between Mexican states. Statistically significant effects were found for the school shift, school modality, and some interactions. Significant variations of these effects were found across states. In the second study, the real-life contexts in which three Mexican third grade students are provided literacy learning opportunities are described. Interviews and classroom observations were carried out to assess daily activities, tools, participation patterns, teacher quality, and student engagement. Literacy assessments were administered at the end and beginning of the data collection period. Combined findings suggest a need for creative binational collaborations to understand and improve school processes that shape literacy learning for Mexican-origin children, especially processes within the classroom. |
