rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Role of Morphological Awareness in Biliteracy Development: Within- and Cross-language Perspectives among Korean ESL/EFL Learners in Grades Five and Six
  name:
    name part: Bae, Han Suk Han
    role:
      role term: creator
    role:
      role term: author.
  name:
    name part: Joshi, R. Malatesha
    role:
      role term: thesis advisor.
  name:
    name part: Texas A & M University
    role:
      role term: degree granting institution.
  type of resource: text
  genre: bibliography
  origin info:
    place:
      place term: txu
    date issued: 2015
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: remote
    extent: 1 online resource.
  abstract: This dissertation consists of three studies that explored the role of morphological awareness (MA) in biliteracy development among upper elementary students who learn to read two languages (English and Korean) in different language learning contexts (ESL and EFL). Participants included 50 Korean ESL learners in the southern Texas and 257 Korean EFL learners in Seoul, Korea. They were administered English and Korean measures of MA, vocabulary, and reading comprehension, in addition to phonological and orthographic measures. Study I examined 50 Korean ESL learners' MA and its effect on their vocabulary and reading comprehension. Within-language path analysis provided evidence that MA was the most significant predictor for the learners' vocabulary and reading comprehension in English and in Korean, after controlling for phonological awareness (PA) and orthographic awareness (OA). Cross-language path analysis indicated that the learners' L1 (Korean) MA facilitated their L2 (English) vocabulary and reading comprehension. The extent of cross-language transfer was greater from Korean compound MA to English vocabulary and reading comprehension compared to that from Korean derivational MA. Study II included 257 Korean EFL learners and explored the within- and cross-language perspectives. As in the first study, MA was the most positive predictor of vocabulary and reading comprehension in both English and Korean. However, differing from the first study, cross-language transfer was found only in vocabulary levels, from L2 (English) MA to L1 (Korean) vocabulary. More English derivational MA was transferred to Korean vocabulary than English compound MA. Study III explored whether the role of MA in vocabulary and reading comprehension would vary across different language learning contexts (ESL and EFL). The multiple-group path analysis showed that the positive role of MA in vocabulary and reading comprehension in English and in Korean was not statistically different across the Kor…
  note: by Han Suk Han Bae.
  note: "Major Subject: Curriculum and Instruction"
  note: Includes vita.
  note: Doctor of Philosophy Texas A & M University 2015 http://hdl.handle.net/1969.1/155016
  note: Includes bibliographical references.
  note: Text (Dissertation)
  subject:
    topic: Major Curriculum and Instruction
  subject:
    topic: meta-linguistic awareness(phonological, orthographic, morphological)
  subject:
    topic: biliteracy development
  subject:
    topic: vocabulary and reading comprehension
  subject:
    topic: cross-language transfer
  subject:
    topic: ESL and EFL
  identifier: http://hdl.handle.net/1969.1/155016
  record info:
    record content source: TXA
    record creation date: 160226
    record change date: 20170928111954.0
    record identifier: in00003610271
    language of cataloging:
      language term: eng