Factors that might influence the acquisition of biliteracy were studied in four schools in the Greater New York Metropolitan Area (an Armenian-English school, a Greek- English school, a Hebrew-English school, and a French- English school). This report is the final part of a two- part report and deals with the tabulation and analysis of ethnographic observations. The effect of studying two different scripts was a major concern of the research, which employed a school ethnography approach (Green and Wallat, 1981). Observational data for four grades in the four schools were coded for additional analysis. Findings include the following: (1) writing system differences were reduced by emphasizing the printing system (whether by reading or writing print), particularly in the earliest grades; (2) reading received the most attention, followed by writing, and speaking; (3) little evidence was found of either out-of-school participation in literacy acquisition or of topical emphasis on matters pertaining to home or community; (4) out-of-school influences on literacy acquisition, though small, occurred primarily for the ethnic language; (5) little awareness or concern was found for nonschool dialect, interlanguage contrasts, or interlanguage variation; (6) for instruction in French and Hebrew, teacher-made materials were more commonly employed than were basal readers, whereas the opposite was true for English instruction; (7) the Greek school stressed choral reading; (8) the French school used individual reading more than did the other schools; and (9) the Hebrew school stressed analytic decoding in both languages more than synthetic zones. (SW)