Reimer, Julia2011-08-012011-08-012008https://hdl.handle.net/11299/109952This 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.en-USArticle