Reading development: Decoding capability in a Korean ESL child
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This paper examines a Korean child's L2 reading development by error analysis in social contexts of learning over a six-month period in an English-speaking country. The paper, which adopts a qualitative approach, entailed the collection and interpretation of data through multiple sources: observation, interviews, and running records of the child's reading. During the research period the child read English books spontaneously every day and was provided guidance on her reading two or three times a week at home and school. The child showed a significant reading development over the research period. The paper argues that the child's phonological awareness helped to read words in English and that her contextual guess also contributed to decoding the meaning of the text. In addition, it argues that it is primarily through her reading practices guided by teachers and parents why the child developed her successful early reading skills.
Abstract
This paper examines a Korean child's L2 reading development by error analysis in social contexts of learning over a six-month period in an English-speaking country. The paper, which adopts a qualitative approach, entailed the collection and interpretation of data through multiple sources: observation, interviews, and running records of the child's reading. During the research period the child read English books spontaneously every day and was provided guidance on her reading two or three times a week at home and school. The child showed a significant reading development over the research period. The paper argues that the child's phonological awareness helped to read words in English and that her contextual guess also contributed to decoding the meaning of the text. In addition, it argues that it is primarily through her reading practices guided by teachers and parents why the child developed her successful early reading skills.
참고문헌 (17)
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