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139
Clay, M. (1987). Writing begins at home: Preparing children for writing before
they go to school. Auckland, NZ: Heinemann.
Cline, Z., Necochea, J. (2003). My mother never read to me. Journals of
Adolescent & Adult Literacy, 47(2), 122-126.
Creswell, J.W. (2003). Research design: Qualitative, quantitative, and mixed
methods approaches. Thousand Oak, CA: Sage Publications.
Cunningham, A. E., & Stanovich, K. E. (1998) What reading does for the mind.
The American Educator, Spring/Summer, 8-15.
Danico, M.Y. (2004). The 1.5 generation: Becoming Korean American in Hawai‘i.
Honolulu, HI: University of Hawai‘i Press.
Dickinson, D.K., & McCabe, A. (2001). Bringing it all together: The multiple
origins, skills, and environmental supports of early literacy. Learning
Disabilities Research & Practice, 16(4), 186-202.
Dickinson, D.K., & Tabors, P.O. (2002). Fostering language and literacy in
classrooms and homes. Young Children, 57(2), 10-18.
Donato, R., & McCormick, D. (1994). A Sociocultural Perspective on Language
Learning Strategies: The Role of Mediation. The Modern Language
Journal, 78(4), 453-464.
Durkin, D. (1966). Children who read early: Two longitudinal studies. New York,
NY: Teachers College Press.
Elley, W.B. (1989). Vocabulary acquisition from listening to stories. Reading
Research Quarterly, 24(2), 174-187.
Evans, M.A., Shaw, D., & Bell, M. (2000). Home literacy activities and their
influence on early literacy skills. Canadian Journal of Experimental
Psychology, 54(2), 65-75.
Gallego, M.A., & Hollingsworth, S. (Eds.). (2000). What counts and literacy:
Challenging the school standard. New York, NY: Teachers College Press.
Gee, J. (1992). Socio-cultural approaches to literacy (Literacies). Annual Review of
Applied Linguistics, 12, 31-48.
Gee, J.P. (1999). An introduction to discourse analysis: theory and method. New
York, NY: Routledge.
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 150 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 139 Clay, M. (1987). Writing begins at home: Preparing children for writing before they go to school. Auckland, NZ: Heinemann. Cline, Z., Necochea, J. (2003). My mother never read to me. Journals of Adolescent & Adult Literacy, 47(2), 122-126. Creswell, J.W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oak, CA: Sage Publications. Cunningham, A. E., & Stanovich, K. E. (1998) What reading does for the mind. The American Educator, Spring/Summer, 8-15. Danico, M.Y. (2004). The 1.5 generation: Becoming Korean American in Hawai‘i. Honolulu, HI: University of Hawai‘i Press. Dickinson, D.K., & McCabe, A. (2001). Bringing it all together: The multiple origins, skills, and environmental supports of early literacy. Learning Disabilities Research & Practice, 16(4), 186-202. Dickinson, D.K., & Tabors, P.O. (2002). Fostering language and literacy in classrooms and homes. Young Children, 57(2), 10-18. Donato, R., & McCormick, D. (1994). A Sociocultural Perspective on Language Learning Strategies: The Role of Mediation. The Modern Language Journal, 78(4), 453-464. Durkin, D. (1966). Children who read early: Two longitudinal studies. New York, NY: Teachers College Press. Elley, W.B. (1989). Vocabulary acquisition from listening to stories. Reading Research Quarterly, 24(2), 174-187. Evans, M.A., Shaw, D., & Bell, M. (2000). Home literacy activities and their influence on early literacy skills. Canadian Journal of Experimental Psychology, 54(2), 65-75. Gallego, M.A., & Hollingsworth, S. (Eds.). (2000). What counts and literacy: Challenging the school standard. New York, NY: Teachers College Press. Gee, J. (1992). Socio-cultural approaches to literacy (Literacies). Annual Review of Applied Linguistics, 12, 31-48. Gee, J.P. (1999). An introduction to discourse analysis: theory and method. New York, NY: Routledge. |
