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36
children’s ability to read environmental print. This finding suggests that “adult
interaction in literacy-enriched play settings may represent an important
opportunity for assisting minority children who live in poverty to think, speak, and
behave in literate ways” (p. 95).
However, Pellegrini and Galda (1993) reached a different conclusion. In a
study of various investigations on symbolic play and literacy development over the
past ten years, the researchers concluded that adult intervention may not be
necessary for children to engage in story-related play. In fact, they further state that
during child-directed play settings, adult intervention may actually interfere with
oral language production. While adult interventions may not have a positive affect
on a child’s literacy development during sociodramatic play, Pellegrini and Galda
do state that adults are “more effective tutors when a specific skill must be learned,
such as errand planning or classification tasks” (p. 173). Their findings suggest
that there are positive and negative aspects of adult intervention during a child’s
play.
Based on these studies, sociodramatic play can have a great influence in a
child’s literacy development during the preschool years. While there may be
conflicting conclusions from each study, the importance of interactions between the
child and others (e.g. peers, parents) are vital to their language growth.
Asians in Literacy Studies
The data found in the above studies are vital in understanding the
importance of emergent literacy. However, in most of the research conducted on
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 47 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 36 children’s ability to read environmental print. This finding suggests that “adult interaction in literacy-enriched play settings may represent an important opportunity for assisting minority children who live in poverty to think, speak, and behave in literate ways” (p. 95). However, Pellegrini and Galda (1993) reached a different conclusion. In a study of various investigations on symbolic play and literacy development over the past ten years, the researchers concluded that adult intervention may not be necessary for children to engage in story-related play. In fact, they further state that during child-directed play settings, adult intervention may actually interfere with oral language production. While adult interventions may not have a positive affect on a child’s literacy development during sociodramatic play, Pellegrini and Galda do state that adults are “more effective tutors when a specific skill must be learned, such as errand planning or classification tasks” (p. 173). Their findings suggest that there are positive and negative aspects of adult intervention during a child’s play. Based on these studies, sociodramatic play can have a great influence in a child’s literacy development during the preschool years. While there may be conflicting conclusions from each study, the importance of interactions between the child and others (e.g. peers, parents) are vital to their language growth. Asians in Literacy Studies The data found in the above studies are vital in understanding the importance of emergent literacy. However, in most of the research conducted on |
