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126
reading, sociodramatic play, and/or interactions between family members, peers, or
other adults. This study examined the literacy events found in the home as well as
what types of literacy strategies were employed. Observations of the three to five
year old child as well as interactions between the child and others were used to
collect the data.
Researchers have strongly stated that storybook reading can have a positive
effect on a child’s reading achievement (Bus, van IJzendoorn, & Pellegrini, 1995;
Heath, 1982; Lonigan, 1994). The parents in this study have all made it a priority
to read to their children on a daily basis. Sarah Park, Jennifer Kim, and Jane Lee
all agreed on the importance of reading and have been reading to their daughters at
least once a day. While these parents did not formally teach the act of reading to
their daughters, they attempted to make the reading time interactive between the
parent and child. They asked questions about the plot and characters and point out
various vocabulary words in the text. The three to five year old girls in this study
all had basic knowledge of how to read a book and their reading abilities have
improved over the course of the year suggesting that much literacy achievement
was acquired before the start of formal schooling through these interactive reading
sessions.
During the home visits, I found that the parents and child were interacting
and communication for most of the observation sessions. Whether it was playing
with toys, drawing, writing, or watching television, the parent and child were often
interactive in what they were doing which contributed to the child’s literacy
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 137 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 126 reading, sociodramatic play, and/or interactions between family members, peers, or other adults. This study examined the literacy events found in the home as well as what types of literacy strategies were employed. Observations of the three to five year old child as well as interactions between the child and others were used to collect the data. Researchers have strongly stated that storybook reading can have a positive effect on a child’s reading achievement (Bus, van IJzendoorn, & Pellegrini, 1995; Heath, 1982; Lonigan, 1994). The parents in this study have all made it a priority to read to their children on a daily basis. Sarah Park, Jennifer Kim, and Jane Lee all agreed on the importance of reading and have been reading to their daughters at least once a day. While these parents did not formally teach the act of reading to their daughters, they attempted to make the reading time interactive between the parent and child. They asked questions about the plot and characters and point out various vocabulary words in the text. The three to five year old girls in this study all had basic knowledge of how to read a book and their reading abilities have improved over the course of the year suggesting that much literacy achievement was acquired before the start of formal schooling through these interactive reading sessions. During the home visits, I found that the parents and child were interacting and communication for most of the observation sessions. Whether it was playing with toys, drawing, writing, or watching television, the parent and child were often interactive in what they were doing which contributed to the child’s literacy |
