The Effects of Cuento Therapy on Reading Achievement and Psychological Outcomes of Mexican-American Students

Authors

Sylvia Z. Ramirez, The University of Texas Rio Grande Valley
Jain Sachin, University of Idaho
Leila L. Flores-Torres, The University of Texas Rio Grande Valley
Roxanna Perez, Dallas Independent School District
Ralph Carlson, The University of Texas Rio Grande ValleyFollow

Document Type

Article

Publication Date

2-2009

Abstract

This investigation evaluated the effects of cuento therapy (an intervention using Spanish-language tales) on children’s self-esteem, affect, and reading test performance. The sample was composed of 58 third-grade Mexican-American students who were randomly assigned to the treatment and control groups. The results showed a mean self-esteem gain score difference between groups in favor of the treatment group for Global, Academic, and General self-esteem scores. Following intervention, the treatment group reported less physiological anxiety than did the control group. The results also showed mean increases in the pre- and post-standardized high-stakes reading test scores for both groups. Other significant findings regarding selfesteem and anxiety are reported.

Comments

Original published version available at https://doi.org/10.1177/2156759X0901200308

Recommended Citation

Ramirez, S. Z., Sachin, J., Flores-Torres, L. L., Roxanna, P., & Ralph, C. (2018). The Effects of Cuento Therapy on Reading Achievement and Psychological Outcomes of Mexican-American Students: Professional School Counseling. https://doi.org/10.1177/2156759X0901200308

First Page

253

Last Page

254

Publication Title

Professional School Counseling

DOI

10.1177/2156759X0901200308