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26
socioeconomic and sociocultural families, home literacy activities were shared
between all parents and children. However, the researchers found that the literacy
activities differed between low-income and middle-income families in that low-income
families tended to focus more on cultivation of literacy skills whereas
middle-income families “adopted a more playful approach in preparing their
children for literacy” (p. 71). Even though the parents’ perspectives on literacy
differed, all families made an effort to engage their children in activities related to
literacy.
In another study of children from low-income families, Dickinson and
Tabors (2002) conducted a longitudinal study where they followed 74 children
from preschool through high school. By examining the literacy skills obtained at
home, such as vocabulary development and extended discourse between parent and
child, and analyzing the environments that supported oral language, they found that
literacy skills obtained at home contributed to further language development in
kindergarten. In turn, the literacy measures achieved during their kindergarten
school year (such as receptive vocabulary, narrative production, and emergent
literacy) were “highly predictive of their scores on reading comprehension and
receptive vocabulary in fourth and in seventh grade” (p. 17).
Based on the findings of these studies, it is imperative that children during
their preschool years get off to a strong start in language and literacy. However,
which literacy practices can a parent adopt to foster emergent literacy skills in their
Object Description
| Title | Literacy practices of 1.5 generation Korean American parents with three to five year old children |
| Author | Cho, Maristela |
| Author email | starrymary@gmail.com; maristem@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Curriculum & Instruction) |
| School | Rossier School of Education |
| Date defended/completed | 2008-08-12 |
| Date submitted | 2008 |
| Restricted until | Unrestricted |
| Date published | 2008-10-13 |
| Advisor (committee chair) | Jun, Alexander |
| Advisor (committee member) |
Mora-Flores, Eugenia Rose, Susan |
| Abstract | The focus of this study was to examine the literacy practices found in the homes of families with 1.5 generation Korean American parents with three to five year old children. A close examination at the parent's own history as a 1.5 generation Korean American and their experiences in literacy and the duality of their culture provided a base on the literacy practices in the home. The literacy events and the print environment of the home also provided an insight into the family's literacy practices. The subjects in this study included three Korean American families residing in and around Los Angeles. Data were collected during the spring of 2007 and a follow-up session occurred one year afterwards during the spring of 2008. The first set of data was collected during an eight to ten week period where the investigator met with the families in their homes for approximately two to three hours. Two follow-up sessions occurred for two hours at the homes of the families. The research used a case study methodology to collect the data using interviews, observations, and document analysis. Five findings were obtained from this study. First, the 1.5 generation Korean Americans all experienced literacy and communication struggles growing up as an immigrant. Second, the parents experienced difficulties growing up with a dual culture and as a latchkey child. Third, the 1.5 generation Korean Americans all expressed how the lack of cultural capital by their parents left them without the tools necessary to navigate through the school system and the American culture. Fourth, literacy events were often found in the homes of the 1.5 generation Korean Americans suggesting that the parents are aware of the importance of literacy at an early age. Lastly, the HOME Inventory found that all the families made a point to provide abundant stimulation and support to support their child in her literacy and personal development.; Implications are discussed to caution the use of the data for all 1.5 generation Korean Americans. Recommendations for future research include a further examination on the effects of growing up as a latchkey child, the effects of navigating through a new culture and school without cultural capital, the second generation's acquisition of the Korean language, further research on three to five year old boys, and examining the 1.5 generation Korean Americans residing in such places like New York, Chicago, Brazil, and Argentina to see if immigration and literacy practices are different by geographic location. |
| Keyword | literacy; emergent literacy; family literacy; Korean Americans; 1.5 generation Korean Americans |
| Geographic subject (city or populated place) | Los Angeles |
| Coverage date | 2007/2008 |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m1665 |
| Contributing entity | University of Southern California |
| Rights | Cho, Maristela |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-Cho-2389 |
| Archival file | uscthesesreloadpub_Volume29/etd-Cho-2389.pdf |
Description
| Title | Page 37 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 26 socioeconomic and sociocultural families, home literacy activities were shared between all parents and children. However, the researchers found that the literacy activities differed between low-income and middle-income families in that low-income families tended to focus more on cultivation of literacy skills whereas middle-income families “adopted a more playful approach in preparing their children for literacy” (p. 71). Even though the parents’ perspectives on literacy differed, all families made an effort to engage their children in activities related to literacy. In another study of children from low-income families, Dickinson and Tabors (2002) conducted a longitudinal study where they followed 74 children from preschool through high school. By examining the literacy skills obtained at home, such as vocabulary development and extended discourse between parent and child, and analyzing the environments that supported oral language, they found that literacy skills obtained at home contributed to further language development in kindergarten. In turn, the literacy measures achieved during their kindergarten school year (such as receptive vocabulary, narrative production, and emergent literacy) were “highly predictive of their scores on reading comprehension and receptive vocabulary in fourth and in seventh grade” (p. 17). Based on the findings of these studies, it is imperative that children during their preschool years get off to a strong start in language and literacy. However, which literacy practices can a parent adopt to foster emergent literacy skills in their |
