Spring 5-10-2016



Degree Name


Primary Advisor/Dissertation Chair

Jason E. Miller

Secondary Advisor/Reader One

Amy I. Young

Peer-Reviewer/Reader Two

Marina Medina


The research question addressed in this project was, how does implementing (Spanish) form and function focused language activities during independent reading time affect subject-verb agreement and opinion formation in third grade students’ writing? The study was grounded in the idea of cross-curricular transfer (Meyer & Schendel, 2014; Zwiers, 2006). Students utilized scaffolded form and function focused Spanish language frames in a peer-to-peer reciprocal teaching setting during reading, with the intent that the linguistic learning would transfer to students’ writing. Using Brown's (1973) Obligatory Occasion Analysis method as outlined by Ellis and Barkhuizen (2005) the researcher found substantial improvement in subject-verb agreement for preterit tense verb forms and opinion formation. He discovered some inconsistencies in growth by gender and race, as well as improvements in verb forms not directly focused on. This project adds significant new findings to the field of immersion education research.

Research Methodology

Action Research


Literacy, Immersion Education

Included in

Education Commons