Recognition

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 th