Initiative Description: An expert panel of five Mexican and Mexican-American counselors, teachers, and psychologists selected Spanish-language traditional and contemporary cuentos with Mexican and Mexican-American protagonists. The “cuento treatment” participants engaged in 12 (approximately one-hour) sessions that occurred on consecutive school days in the middle of the five-week summer program.
After reading the stories, role-playing the stories’ characters and main events followed, and discussing the relationship of the role-play to their personal lives. “Circle time” was used both at the beginning and end of the therapy sessions.
Study Results: Reading scores were improved in both treatment and control groups. There were significant gains in Global and Academic self-esteem for the cuento group.
Reference: Ramirez, S. Z., Jain, S., Flores-Torres, L. L., Perez, R., & Carlson, R. (2009). The Effects of Cuento Therapy on Reading Achievement and Psychological Outcomes of Mexican-American Students. Professional School Counseling, 12(3), 253–262. https://doi.org/10.5330/PSC.n.2010-12.253
Level of Evidence: Very Good