The role of korean parents in the literacy development of their children

Lee, Guang-Lea

doi:10.1007/bf03177318

Cited by 7 publications

(6 citation statements)

References 6 publications

(9 reference statements)

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“…Korean parents pay great attention to their child's literacy development with high expectations of academic achievement, because they believe that reading and writing readiness skills are crucial and should be acquired before entering primary school (Lee, 2002;Park, 2008). For example, 4-year-old children are taught to read syllable blocks and 5-year-old children are taught to read combining consonant-vowel syllables with final consonants at home by parents or at kindergartens by tutors (Cho et al, 2008;.…”

Section: Introductionmentioning

confidence: 99%

Pedagogical Significance of Morphological Awareness in Korean and English

Jong¹,

Jung²

2015

ELT

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This study investigated whether Korean children understand the internal structure of compound words in Korean and English and whether there is a relationship between their performance in tasks that measure their understanding of the morphological structure of compounds in Korean and English. This study also examined the effects of gender, grade, and verbal ability on the performance of the Korean and English tasks. 106 primary school children completed a Korean and English compound task, which consisted of 32 compound test items in Korean and in English respectively. Each compound task included 16 comprehension test items and 16 production test items. Half of them were real words and the other half were pseudo words. The structures of the compounds were noun-noun or noun-verb. Korean task scores made a significant contribution to predicting English test scores after controlling for gender, grade, and verbal ability. It is concluded that L1 task performance can be a significant factor in L2 task performance, supporting evidence that L1 morphological awareness is transferable to L2 morphological processes. From a pedagogical perspective, research findings will be useful for teachers when designing compound tasks to develop Korean children's morphological awareness for language and literacy development in English.

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Section: Introductionmentioning

confidence: 99%

Pedagogical Significance of Morphological Awareness in Korean and English

Jong¹,

Jung²

2015

ELT

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“…Looking more closely, it should be noted that home environments across different contexts in Asia comprise a certain degree of heterogeneity in parental beliefs, home practices, associations between the home learning environment and child outcomes, and effectiveness of parent training programs. For instance, parents in some places seem to vary in their perceived importance of developing children’s reading and writing competencies prior to formal school entry, as well as the roles of homes and play in children’s learning ( Lee, 2002 ; Howell et al, 2016 ; Chan, 2012 ). They also reported different frequencies in various formal and informal home learning activities with children ( Kim, 2009 ; Howell et al, 2016 ; Huang et al, 2017 ; Inoue et al, 2018 ; Cheung et al, 2020 ).…”

Section: Discussionmentioning

confidence: 99%

“…While Asian parents generally have high aspirations for their children’s academic achievement, to what extent do they believe that they play a direct role in their children’s learning? In Korea, parents generally subscribe to the belief that helping their children to learn is one of their major responsibilities ( Lee, 2002 ; Park and Kwon, 2009 ). Parents in Hong Kong and Mainland China tend to endorse the idea that parents should engage their preschool children in learning activities (such as language and cognitive activities) at home, so as to enrich their knowledge base and promote their all-round development ( Lau et al, 2012 ).…”

Section: What Learning-related Beliefs and Attitudes Do Parents In Asmentioning

confidence: 99%

“…Generally speaking, Asian parents place great importance on preparing their children to enter formal education. For example, in Korea, reading and writing are typically regarded by parents as important skills that should be developed even before entering primary school ( Lee, 2002 ). In Hong Kong, “high interest in reading” and “basic writing skills” were rated as the two most important qualities required for a smooth transition from kindergarten to primary school in one study ( Chan, 2012 ).…”

Section: What Learning-related Beliefs and Attitudes Do Parents In Asmentioning

confidence: 99%

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Home Literacy and Numeracy Environments in Asia

et al. 2021

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The home learning environment includes what parents do to stimulate children’s literacy and numeracy skills at home and their overall beliefs and attitudes about children’s learning. The home literacy and numeracy environments are two of the most widely discussed aspects of the home learning environment, and past studies have identified how socioeconomic status and parents’ own abilities and interest in these domains also play a part in shaping children’s learning experiences. However, these studies are mostly from the West, and there has been little focus on the situation of homes in Asia, which captures a large geographical area and a wide diversity of social, ethnic, and linguistic groups. Therefore, this paper aims to review extant studies on the home literacy and numeracy environments that have been conducted in different parts of Asia, such as China, the Philippines, India, Iran, Turkey, and the United Arab Emirates. Specifically, we explore how parents in these places perceive their roles in children’s early literacy and numeracy development, the methods they regard as effective for promoting young children’s literacy and numeracy learning, and the frequency with which they engage their young children in different types of home literacy and numeracy activities. We also examine studies on the relationship of the home literacy and numeracy environment with young children’s developmental outcomes, and the effectiveness of parent training programs to improve the home literacy and numeracy environments in these contexts. By examining potential trends in findings obtained in different geographical areas, we can initially determine whether there are characteristics that are potentially unique to contexts in Asia. We propose future research directions that acknowledge the role of cultural values and social factors in shaping the home learning environment, and, by extension, in facilitating children’s early literacy and numeracy development.

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“…Looking more closely, it should be noted that home environments across different contexts in Asia comprise a certain degree of heterogeneity in parental beliefs, home practices, associations between the home learning environment and child outcomes, and effectiveness of parent training programs. For instance, parents in some places seem to vary in their perceived importance of developing children's reading and writing competencies prior to formal school entry, as well as the roles of homes and play in children's learning (Lee, 2002;Howell et al, 2016;Chan, 2012). They also reported different frequencies in various formal and informal home learning activities with children (Kim, 2009;Howell et al, 2016;.…”

Section: Discussionmentioning

confidence: 99%

Children's Competencies Development in the Home Learning Environment

Niklas¹,

Cohrssen²,

Lehrl³

et al. 2021

Frontiers Research Topics

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The role of korean parents in the literacy development of their children

Cited by 7 publications

References 6 publications

Pedagogical Significance of Morphological Awareness in Korean and English

Pedagogical Significance of Morphological Awareness in Korean and English

Home Literacy and Numeracy Environments in Asia

Children's Competencies Development in the Home Learning Environment

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