Minnesota and Wisconsin Teachers of English to Speakers of Other Languages
This article describes a short-term classroom-based study on learning strategy use and
strategies instruction to low-literate adult Hmong students with no prior formal
education. Data on strategy use was collected through classroom observations and
interviews with 11 Hmong students. Results showed that participants were using a
number of strategies successfully, and could benefit from more focus on metacognitive,
compensation, and social strategies. Seven strategies instruction sessions were provided
to the class.
Learning Strategies and Low-Literacy Hmong Adult Students.
Minnesota and Wisconsin Teachers of English to Speakers of Other Languages.
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