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This article investigates the use of oral narratives by a 7-year-old Mexican born girl (Isabela) participating in small group literature discussions in a bilingual 2nd-grade classroom in the U.S. over a year. The study is grounded in sociocultural and critical perspectives and uses narrative and transactional theories to understand literacy events.
Carmen M. Martínez-Roldán (Thu,) studied this question.