ERIC Number: ED393067
Record Type: RIE
Publication Date: 1992
Reference Count: N/A
Teaching Hmong Literacy Skills to Hmong Elementary Students: Its Effect on English Reading Competencies.
A study examined specific reading competencies after participating in Hmong literacy instruction in an after-school setting in the Thermalito, California School District, grades kindergarten through 4. Control and treatment groups were established to compare the English literacy skills of the Hmong students who participated in 40 hours of primary language instruction with those students in grades kindergarten through 4 who did not receive primary language literacy instruction. The instrumentation was a researcher-designed readiness test for the non-readers of English, and for those students who could read English, California Tests of Basic Skills (CTBS) Comprehension scores were used. Results indicated that the CTBS scores of reading comprehension had to be dismissed as a measure, leaving all students who read above the primer level with no means of evaluation. The Reading Readiness Test, used with the students who could not read or could read at the primer level, showed significant improvement by the treatment group in word recognition. The other components of the readiness test which assessed letter recognition, sound identification and recognition of sight words did not reliably indicate improved performance by the treatment group. Findings suggest that Hmong literacy skills be included in the school instruction program at all grade levels. The success of the after-school Hmong literacy program cannot be measured solely by test performance but is better gauged by the willingness of the students to participate, the desire of the parents to maintain culture through literacy, and the noticeable improvement of self-esteem which is inculcated by becoming literate in one's home language. (Contains 47 references, 5 tables and 2 figures of data.) (Author/RS)
Publication Type: Dissertations/Theses - Masters Theses
Education Level: N/A
Authoring Institution: N/A
Note: M.A. Thesis, California State University, Chico.