This study sought to establish how the dynamic meaning making process of native and non-native Spanish speaking students in a twelfth Advanced Placement (AP) Spanish Language class respond to Spanish literature was reflected in their peer discussions and written responses to four books and realistic fictions and one fable. The students wrote journals prior to the readings to activate their background knowledge, and interacted in peer discussions and wrote literature written responses to record their ongoing thoughts and reflections after the reading process. Two tables were used to record students' responses. One of them contained seven different categories to record students' responses during peer discussions, and another with ten different categories to analyze students' responses of their literature written responses. The study points out intricate and unique response to peer discussions and literature is for high school students.

Exercise from these Spanish guided practice student books focus on the fundamentals, helping students succeed on standardized tests. Studies read a wide variety of fiction and nonfiction texts to practice and reinforce different reading strategies.