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34
attended a twice-a-week preschool program where the investigator collected data
during a nine month period. Rowe specifically examined how dramatic play was
connected to the meanings of the books the children had read. From observing
these children, Rowe concluded that the “children created direct linkages between
their book and play experiences” (p. 11). Rowe also found that dramatic play
contributed to the “process of comprehending books, expressing one’s reactions,
experiencing books in affective and kinesthetic ways, and participating in literacy
events” (p.11).
While those studies examined how dramatic play specifically affects a
child’s literacy skills, Neuman and Roskos (1993) analyzed the effects of adult
mediation during various play settings. In a study of 177 minority preschoolers of
poverty, the researchers examined eight Head Start classrooms and assigned one of
the following three conditions (see Figure 2):
(a) a literacy-enriched generic “office” play setting with an adult (referred to as
“parent-teacher”) encouraged to actively assist children in learning about
literacy;
(b) a literacy-enriched office play setting with a parent-teacher asked to monitor
the children in their literacy play, without direct intervention; and
(c) a nonintervention group (p.95).
From their observations of children’s uses of print and interactions between their
peers and parent-teachers, Neuman and Roskos found that the parent-teachers’
engagement with the children during their play activities significantly affected the
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 45 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 34 attended a twice-a-week preschool program where the investigator collected data during a nine month period. Rowe specifically examined how dramatic play was connected to the meanings of the books the children had read. From observing these children, Rowe concluded that the “children created direct linkages between their book and play experiences” (p. 11). Rowe also found that dramatic play contributed to the “process of comprehending books, expressing one’s reactions, experiencing books in affective and kinesthetic ways, and participating in literacy events” (p.11). While those studies examined how dramatic play specifically affects a child’s literacy skills, Neuman and Roskos (1993) analyzed the effects of adult mediation during various play settings. In a study of 177 minority preschoolers of poverty, the researchers examined eight Head Start classrooms and assigned one of the following three conditions (see Figure 2): (a) a literacy-enriched generic “office” play setting with an adult (referred to as “parent-teacher”) encouraged to actively assist children in learning about literacy; (b) a literacy-enriched office play setting with a parent-teacher asked to monitor the children in their literacy play, without direct intervention; and (c) a nonintervention group (p.95). From their observations of children’s uses of print and interactions between their peers and parent-teachers, Neuman and Roskos found that the parent-teachers’ engagement with the children during their play activities significantly affected the |
