Learning Strategies and Low-Literacy Hmong Adult Students

Abstract

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.